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The Influence of Science Teachers on High School Students’ Science Motivation: An Analysis Using a Nationally Representative Large-Scale Data Set
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, Rice University, United States ; , University of Houston-Downtown, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the degree to which science teacher qualifications, characteristics, and practices influence high school students’ motivational beliefs about science. Marrying a social cognitive career theoretical framework with a teacher quality theoretical framework, this study explored teacher-related variables as a contextual variable shaping students’ motivation towards science. A nationally representative, large-scale data set—the High School Longitudinal Study 2009 (HSLS:09) was used to conduct hierarchical regression analyses. After controlling for student demographics, results indicated that teacher’s self-efficacy beliefs, a college or graduate science degree, and science instructional practices were found to be positively associated with students’ motivation in science.

Citation

Ekmekci, A. & Serrano Corkin, D. (2019). The Influence of Science Teachers on High School Students’ Science Motivation: An Analysis Using a Nationally Representative Large-Scale Data Set. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2267-2272). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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