Influence of Career Motivation on Science Learning in Korean High-School Students
Sein Shin 1
,  
Jun-Ki Lee 1
,  
Minsu Ha 2  
 
 
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1
Chonbuk National University
2
Kangwon National University
CORRESPONDING AUTHOR
Minsu Ha   

Kangwon National University, Kangwon National University Hyoja-dong,, 200-701 Chuncheon-si Gangwon-do,, Korea (South)
Publish date: 2017-01-09
 
EURASIA J. Math., Sci Tech. Ed 2017;13(5):1517–1538
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ABSTRACT
Background:
Motivation to learn is an essential element in science learning. In this study, the role of career motivation in science learning was examined. In particular, first, a science motivation model that focused on career motivation was tested. Second, the role of career motivation as a predictor of STEM track choice was examined. Third, the effect of gender and academic year on science motivation was explored.

Material and methods:
We used the Rasch analysis, structural equation modeling, logistic regression, MANOVA for the statistical analyses.

Results:
It was found that career motivation has direct influences on several motivational factors in science learning, such as grade motivation, need for learning, self-determination, and self-efficacy. Moreover, career motivation was found to be a predictor of students’ STEM track choice. Finally, there were substantial differences in science motivation across gender and academic years. Generally, females and students in higher academic years exhibited a lower level of science motivation. Female students especially showed a low level of career motivation.

Conclusions:
The findings suggest that it is important to facilitate students’ career motivations to improve their science motivation and promote long-term scientific achievement.

eISSN:1305-8223
ISSN:1305-8215