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.