Predictors of students' intrinsic motivation during practical work in physics

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Predictors of students' intrinsic motivation during practical work in physics

Popis výsledku v původním jazyce

In this study, we focused on students&apos; 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&apos; 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.

Název v anglickém jazyce

Predictors of students' intrinsic motivation during practical work in physics

Popis výsledku anglicky

In this study, we focused on students&apos; 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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Science Education

ISSN

0950-0693

e-ISSN

1464-5289

Svazek periodika

45

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

806-826

Kód UT WoS článku

000933715800001

EID výsledku v databázi Scopus

2-s2.0-85148527755