Abstract
ABSTRACT Background Epistemological beliefs and motivational factors are significant predictors of achievement in science. Purpose To understand how social context factors shape epistemological beliefs and motivational factors and how they pass the influences to achievement in science. Sample A population of ninth graders in an underdeveloped region of southwest China (N = 2655). Design and Methods With science achievement test scores and survey data from the sample, we built a structural equation model on how the students’ epistemological beliefs and motivational factors mediate the effects of a set of social context factors on their achievement in science. Gender and rural-urban differences are also explored. Results Intrinsic motivation and epistemological beliefs significantly predicted achievements in science. Epistemological beliefs directly and indirectly affected achievement in science, with intrinsic motivation mediating its indirect effects. Among the social context factors, teacher influence and informal learning experiences positively predicted epistemological beliefs; family encouragement negatively predicted epistemological beliefs; only informal learning experiences directly affected intrinsic motivation. Significant rural-urban and gender differences were found. Conclusion Access to informal science learning experiences can play a crucial role in transforming the social environments in underdeveloped regions, promoting students’ epistemological development and intrinsic motivation, and, in turn, their achievement in science. Fostering students’ epistemological development may also require identifying and reconciling the conflicts between epistemological messages from home and school.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call