Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers

Datos Bibliográficos

ID21392868
AutoresPedro Membiela Iglesia (0000-0002-8584-0417, Facultade de Educación e Traballo Social Universidade de Vigo Ourense Spain, autor de correspondencia), Manuel Miguel Jordán Vidal (0000-0003-2334-4802, Universidade de Vigo), Manuel Vidal (0000-0002-8504-1500, Facultade de Educación e Traballo Social Universidade de Vigo Ourense Spain), Sandra Fragueiro (E. U. de Profesorado María Sedes Sapientiae Universidade de Vigo Vigo Spain), María Lorenzo (Facultade de Ciencias da Educación e do Deporte Universidade de Vigo Pontevedra Spain), María Sol Lorenzo (Universidade de Vigo), Isabel García-Rodeja Gayoso (0000-0001-5893-5229, Universidade de Santiago de Compostela), Isabel García‐Rodeja (Facultade de Ciencias da Educación Universidade de Santiago de Compostela Santiago de Compostela Spain), Virginia Aznar (Facultade de Formación do Profesorado Universidade de Santiago de Compostela Lugo Spain), Virginia Aznar Cuadrado (0000-0002-6591-1265, Universidade de Santiago de Compostela), Anxela Bugallo (Facultade de Ciencias da Educación Universidade da Coruña A Coruña Spain), Anxela Bugallo-Rodríguez (0000-0002-8059-7083, Universidade da Coruña), Antonio González Fernández (0000-0003-0038-4801, Facultade de Educación e Traballo Social Universidade de Vigo Ourense Spain)
Año2022
Volumen106
Número1
Páginas119-141
Fecha de publicación2022-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21686
OpenAlexW3207496952
IdiomaEN
Citas recibidas6
Referencias citadas106

Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self‐efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science‐learning engagement. The fundamental role of emotions in motivation and science‐learning engagement in preservice elementary teachers is observed

Boredom · Mathematics education · Relevance (law) · Science education · Science learning · Self-efficacy · Structural equation modeling · Variance (accounting) · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology