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The Case of High Motivation and Low Achievement in Science: What Is the Role of Students' Epistemic Beliefs?

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Title: The Case of High Motivation and Low Achievement in Science: What Is the Role of Students' Epistemic Beliefs?
Language: English
Authors: Karakolidis, Anastasios (ORCID 0000-0002-7460-7759), Pitsia, Vasiliki (ORCID 0000-0002-8172-0397), Emvalotis, Anastassios (ORCID 0000-0002-9568-7831)
Source: International Journal of Science Education. 2019 41(11):1457-1474.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Low Achievement, Science Instruction, Student Role, Epistemology, Beliefs, Student Attitudes, Foreign Countries, Achievement Tests, International Assessment, Secondary School Students, Academic Achievement, Science Achievement, Student Motivation, Hierarchical Linear Modeling
Geographic Terms: Greece
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1080/09500693.2019.1612121
ISSN: 0950-0693
Abstract: The importance of motivation-related factors in shaping students' academic achievement across a range of areas, including science, has been consistently acknowledged by the existing research literature. In an effort to improve students' science achievement, many education systems put particular emphasis on the enhancement of intrinsic (i.e. enjoyment and interest) and instrumental motivation in the subject. However, based on the latest Programme for International Student Assessment (PISA) data, many of the countries that managed to increase their motivation indices between 2006 and 2015 did not necessarily note a rise in science performance, with many still performing below the Organisation for Economic Co-operation and Development (OECD) average. Interestingly, although students' motivation increased in some of these countries (e.g. Luxembourg, Iceland and Greece), their average performance in science decreased. Using the PISA 2015 data for Greece, this study examined the case of high motivation and low achievement in science by incorporating epistemic beliefs in the discussion. The multilevel analysis confirmed the importance of 15-year-old students' motivation for learning science in predicting their science achievement and highlighted the positive predictive power of their epistemic beliefs. Policy and practice recommendations are provided based on the study findings, stressing the key role of students' epistemic beliefs.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220945
Database: ERIC
FullText Text:
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  Data: The Case of High Motivation and Low Achievement in Science: What Is the Role of Students' Epistemic Beliefs?
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  Data: <searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7460-7759">0000-0002-7460-7759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pitsia%2C+Vasiliki%22">Pitsia, Vasiliki</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8172-0397">0000-0002-8172-0397</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emvalotis%2C+Anastassios%22">Emvalotis, Anastassios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9568-7831">0000-0002-9568-7831</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2019 41(11):1457-1474.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: 2019
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  Data: <searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Hierarchical+Linear+Modeling%22">Hierarchical Linear Modeling</searchLink>
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  Data: 10.1080/09500693.2019.1612121
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  Data: 0950-0693
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  Data: The importance of motivation-related factors in shaping students' academic achievement across a range of areas, including science, has been consistently acknowledged by the existing research literature. In an effort to improve students' science achievement, many education systems put particular emphasis on the enhancement of intrinsic (i.e. enjoyment and interest) and instrumental motivation in the subject. However, based on the latest Programme for International Student Assessment (PISA) data, many of the countries that managed to increase their motivation indices between 2006 and 2015 did not necessarily note a rise in science performance, with many still performing below the Organisation for Economic Co-operation and Development (OECD) average. Interestingly, although students' motivation increased in some of these countries (e.g. Luxembourg, Iceland and Greece), their average performance in science decreased. Using the PISA 2015 data for Greece, this study examined the case of high motivation and low achievement in science by incorporating epistemic beliefs in the discussion. The multilevel analysis confirmed the importance of 15-year-old students' motivation for learning science in predicting their science achievement and highlighted the positive predictive power of their epistemic beliefs. Policy and practice recommendations are provided based on the study findings, stressing the key role of students' epistemic beliefs.
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  Data: 2019
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        Value: 10.1080/09500693.2019.1612121
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      – Text: English
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        PageCount: 18
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    Subjects:
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Student Role
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      – SubjectFull: Epistemology
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      – SubjectFull: Beliefs
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      – SubjectFull: Science Achievement
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      – SubjectFull: Student Motivation
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: Greece
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      – SubjectFull: Program for International Student Assessment
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