From enjoyment to excellence
Interest as the bridge to (Pisa) achievement in the UAE and Finland
Bibliographic Data
| ID | 22166860 |
|---|---|
| Authors | Khaleel Alarabi (0000-0001-5843-8281, Al Ain University), Othman Abu Khurma (0000-0002-6401-911X, Emirates College for Advanced Education), Suzan Alabidi (0000-0003-0211-9198, Al Ain University), Hanan Shaher Almarashdi (0000-0003-4571-6654, Yarmouk University), Badriya AlSadrani (0000-0002-6410-3776, United Arab Emirates University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-05-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1785897 |
| OpenAlex | W7160543054 |
| Language | EN |
| References cited | 57 |
Introduction Based on Program for International Student Assessment (PISA) data, this study investigated the relationships between students' enjoyment of science, interest in science, and science achievement in the UAE and Finland. It examines whether interest mediates the relationship between enjoyment and attainment of science. Methods Participants included students aged 15 years from diverse socioeconomic backgrounds who participated in PISA 2022, all of whom answered all relevant questions. The respective items were analyzed using Macro Process V4 by Andrew Hayes with the PISA 2022 database. Results The findings indicate that science enjoyment and interest strongly predict science achievement, with interest as the primary mediator. However, the mediator of interest varies between the two nations and supports the view that cultural and educational system differences impact how these factors interact. Discussion The results highlight the importance of building attitudes toward science to improve educational outcomes. In addition, it extends scientific achievements that have become the focus of essential educational reforms within the country
Academic achievement · Educational attainment · Macro · National interest · Socioeconomic status · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Neuroscience, Education and Cognitive Function
Emotion and Achievement During Adolescence
Applying Self-Determination Theory to Education
Expectancy-value theory to situated expectancy-value theory
Intrinsic and extrinsic motivation from a self-determination theory perspective
Partial least squares structural equation modeling (PLS-SEM)
Exploring factors associated with student wellbeing in the United Arab Emirates
Promoting student flow and interest in a science learning game
Determining factors influencing students’ future intentions to enroll in chemistry-related courses
A systematic review of studies investigating science teaching and learning
I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement
Emotional Control in Education
Do teaching practices and enjoyment of science matter to science achievement
Students' engagement with Socioscientific issues
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience
Opportunities to participate in science learning and student engagement
Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland
The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students
Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study
Science career expectation and science-related motivation
Beyond rankings
Intrinsic and Extrinsic Motivations
| Citation velocity | historical |
|---|---|
| Highly cited | No |