Scholarlink

<p>This study examined how science epistemological beliefs and motivations (i.e., self-efficacy, enjoyment, interest, and instrumental motivation) were related to science performance in the UK, Singapore, Hong Kong, and Mainland China samples, using the data from the Programme for International Student Assessment (PISA) 2015. The results showed similarities and differences in the predictive relations across different countries/regions. The similarities were that (1) for all four countries/regions, enjoyment and interest were significant positive predictors of science performance, whereas (2) instrumental motivation was not a significant predictor. The differences were that (1) epistemological beliefs positively predicted science performance in the UK only, but not in Singapore, Hong Kong, and Mainland China, and (2) self-efficacy was a significant predictor of science performance in the UK and Singapore, but not so in Hong Kong and Mainland China. Implications for educational practice are discussed.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Science epistemological beliefs, motivation, and performance: further evidence from the UK, Singapore, Hong Kong, and Mainland China

  • 期刊论文

  • 发表日期：

    2025年8月12日

查看全文
  • Feng Xiong,
  • Youyan Nie,
  • Ai Noi Lee,
  • Gregory Arief D. Liem,
  • Barry Bai

摘要

This study examined how science epistemological beliefs and motivations (i.e., self-efficacy, enjoyment, interest, and instrumental motivation) were related to science performance in the UK, Singapore, Hong Kong, and Mainland China samples, using the data from the Programme for International Student Assessment (PISA) 2015. The results showed similarities and differences in the predictive relations across different countries/regions. The similarities were that (1) for all four countries/regions, enjoyment and interest were significant positive predictors of science performance, whereas (2) instrumental motivation was not a significant predictor. The differences were that (1) epistemological beliefs positively predicted science performance in the UK only, but not in Singapore, Hong Kong, and Mainland China, and (2) self-efficacy was a significant predictor of science performance in the UK and Singapore, but not so in Hong Kong and Mainland China. Implications for educational practice are discussed.