Does Individual Interest Still Predict Achievement in Science and Technology When Controlling for Self-Concept? A Longitudinal Study Conducted in Canadian Schools
Patrice Potvin 1 * , Abdelkrim Hasni 2, Jean-Philippe Ayotte-Beaudet 2, Ousmane Sy 3
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1 University of Quebec in Montreal, CANADA
2 University of Sherbrooke, CANADA
3 University of Quebec at Trois-Rivières, CANADA
* Corresponding Author

Abstract

This cross-lagged longitudinal study was conducted with 862 seventh and eighth graders (secondary school) in the province of Québec (Canada) to study the effects of two important perceptual variables (self-concept and individual interest) on achievement, as well as reciprocal relations between all these constructs. Considering the results obtained previously in mathematics education, it was designed to test if the same inter-variable dynamics could be recorded in science and technology. The data was gathered at 10 time points (four perceptual; six report cards [school reports]) and analyzed using Mplus. Most fit indexes were acceptable and revealed a predictive solution that supports the hypothesis that interest does not appear to play any direct role in achievement, but that self-concept does. Recommendations for research that tests individual interest are formulated as well as suggestions for educational practice.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8938

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 12, Article No: em1904

Publication date: 21 Oct 2020

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