Predictors of students' intrinsic motivation during practical work in physics
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F23%3A10464966" target="_blank" >RIV/00216208:11320/23:10464966 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=o-v8npLhoG" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=o-v8npLhoG</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/09500693.2023.2175626" target="_blank" >10.1080/09500693.2023.2175626</a>
Alternative languages
Result language
angličtina
Original language name
Predictors of students' intrinsic motivation during practical work in physics
Original language description
In this study, we focused on students' intrinsic motivation towards practical work, more specifically the strength of predictors for intrinsic motivation. As a research tool, we used a modified Intrinsic Motivation Inventory supplemented by additional questions on attitudes towards physics. The respondents were more than 2000 Czech upper secondary students who had visited the Interactive Physics Laboratory (a lab offering hands-on experimenting for school groups). Using structural equation modelling, the data were examined with respect to the gender of the respondents, their intention to study STEM and their diligence in physics. For all three criteria mentioned, the perceived value and usefulness of activity emerge as the strongest predictor of intrinsic motivation, followed by effort invested into experimenting. The issue of effort is more strongly addressed by students who feel less diligent in physics and do not plan to study STEM. Both the students' perceived competence and felt pressure have a rather marginal influence on intrinsic motivation. Though the strength of predictors of intrinsic motivation is gender-similar, we found boys feel more competent and less stressed when experimenting. Further, diligent students and those who intend to study STEM feel more competent, perceive greater usefulness and feel less pressure during practical work.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Science Education
ISSN
0950-0693
e-ISSN
1464-5289
Volume of the periodical
45
Issue of the periodical within the volume
10
Country of publishing house
GB - UNITED KINGDOM
Number of pages
21
Pages from-to
806-826
UT code for WoS article
000933715800001
EID of the result in the Scopus database
2-s2.0-85148527755