RESEARCH PAPER
Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy
 
More details
Hide details
1
Faculty of Natural Sciences and Mathematics & Faculty of Electrical Engineering and Computer Science, University of Maribor, SLOVENIA
2
Faculty of Education, University of Siauliai, Siauliai, LITHUANIA
3
Department of Teachers’ and Preschool Teachers’ Education, University of Zadar, Zadar, CROATIA
4
Graduate School of Education, The University of Western Australia, Nedlands, WA, AUSTRALIA
5
Biotechnical Faculty, University of Ljubljana, Ljubljana, SLOVENIA
6
Faculty of Humanities, University of Žilina, SLOVAKIA
7
Faculty of Education, Trnava University, Trnava & Institute of Zoology, Bratislava, SLOVAKIA
8
Faculty of Education, Trnava University, Trnava, SLOVAKIA
9
Faculty of Education, Charles University, Prague, CZECH REPUBLIC
10
Science Education Research Center, TURKEY
Online publish date: 2017-09-13
Publish date: 2017-10-02
 
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6597–6608
KEYWORDS:
TOPICS:
ABSTRACT:
1799 prospective elementary and prospective science teachers from six countries (Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey) participate in the study about the level of motivation toward science courses, pedagogy courses and self-efficacy. The most important findings were that choosing educational career as the first choice of prospective teachers depends on country and study track. The highest percentage of prospective teachers who choose teaching career and will probably stay teachers is in participating institutions from Slovenia and Croatia and the lowest in Slovakia and Turkey with Czech Republic and Lithuania in between. The percentages are higher for prospective elementary teachers than for prospective science teachers. Motivation of prospective teachers’ regarding to the science courses and pedagogy courses vary. Differences between countries are small but as a rule future science teachers are more motivated for science courses than for pedagogy/didactics courses and the opposite is true for elementary teachers. Differences on general self-efficacy beliefs vary within and between countries? On average values falls in the upper third range what can be predictor of good teaching. Correlation between students’ motivation toward science courses, pedagogy courses and their self-efficacy beliefs is statistically significant but low, showing that good students are generally motivated for all courses but differences between motivation toward science and pedagogy exists and depends on study track. Conclusion of our study is that science teachers are better equipped to cope with problems than elementary teachers, but elementary teachers will most probably work at the working place they choose as their first will.
CORRESPONDING AUTHOR:
Andrej Šorgo   
Faculty of Natural Sciences and Mathematics & Faculty of Electrical Engineering and Computer Science, University of Maribor, SLOVENIA
 
REFERENCES (44):
1. Albe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38(1), 67-90.
2. Bandura, A. (1993). Perceived self-efficacy in cognitive-development and functioning. Educational Psychologist, 28(2), 117-148.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
4. Brophy, J. (1986). Teacher Influences on Student-Achievement. American Psychologist, 41(10), 1069-1077.
5. Bryan, L. A. (2003). Nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835–868.
6. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European journal of psychology of education, 27(1), 115-132.
7. Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
8. DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037-1063.
9. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
10. Feinstein, N. W., Allen, S., & Jenkins, E. (2013). Outside the pipeline: Reimagining science education for nonscientists. Science, 340(6130), 314-317.
11. Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77, 575–591.
12. Glynn S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107.
13. Glynn S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146.
14. Hiebert, J., & Morris, A. K. (2012). Teaching, rather than teachers, as a path toward improving classroom instruction. Journal of Teacher Education, 63(2), 92-102.
15. Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
16. Huitt, W. (2011). Motivation to learn: an overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 2.1.2012. from http://www.edpsycinteractive.o....
17. Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591-598.
18. Kolsto, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310.
19. Liem, A.D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.
20. Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.
21. Millar, R. (1996). Towards a science curriculum for public understanding. School Science Review, 77(280), 7-18.
22. Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157-168.
23. Nakagawa, S., & Cuthill, I. C. Effect size, confidence interval and statistical significance: a practical guide for biologists. Biological Reviews, 82(4), 591-605.
24. Niemivirta, M. (1996). Motivational-cognitive components in self-regulated learning. Paper presented at the “5th International conference on Motivation”, Landau, Germany.
25. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
26. Pastuović, N. (1999). Edukologija [Educology]. Zagreb: Znamen.
27. Pintrich, P., & Schunk, D. (1996). Motivation in education: Theory, research & applications. Englewood Cliffs, NJ: Merrill/Prentice Hall.
28. Ploj Virtič, M., & Šorgo, A. (2016). Can we expect to recruit future engineers among students who have never repaired a toy? Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 249-266.
29. Ryan, A. M., Kuusinen, C. M., & Bedoya-Skoog, A. (2015). Managing peer relations: A dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology, 41, 147-156.
30. Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, England: NFER-NELSON.
31. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
32. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
33. Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138.
34. Skamp, K., & Mueller, A. (2001). Student teachers’ conceptions about effective primary science teaching: A longitudinal study. International Journal of Science Education, 23(4), 331-351.
35. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom - Reciprocal effects of teacher-behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
36. Soodak, L. C., & Podell, D. M (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12(4), 401-411.
37. Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
38. van Driel, J, H., Beijaard, D., & Verloop, N. (2001) Professional development and reform in science education: the role of teachers’ practical knowledge. Journal of research in science teaching, 38(2), 137-158.
39. Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26-28.
40. Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M., & Miljković, D. (2003). Psihologija obrazovanja [Psychology of education]. Zagreb: IEP-VERN.
41. Wahbeh, N., & Abd-El-Khalick, F. (2014). Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers’ nature of science pedagogical content knowledge. International Journal of Science Education, 36(3), 425-466.
42. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616-622.
43. Wigfield, A. & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
44. Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.
eISSN:1305-8223
ISSN:1305-8215