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Science for all: Boosting the science motivation of elementary school students with utility value intervention

, , , , , Department of Education and ; , College of Education ; , Graduate School of Education ; , Department of Education and

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd


The need for students to learn science, technology, engineering, and mathematics (STEM) has increased steadily, while student motivation in this area continues to fall behind. We investigated the effects of science utility value intervention in increasing the science motivation (i.e., interest in science, appreciation of the role of science in future careers, and intention to engage in science-related activities) of Korean 5th and 6th graders. The usefulness of science for attaining the personal and communal goals inherent to various non-STEM careers was emphasized and internalized through classroom activities including postcard writing. At the end of the semester, students in the experimental group (n = 219) perceived greater personal and communal utility in science than those from the control group (n = 197). This enhanced perception of science utility led to greater interest, a higher likelihood of cognitively connecting science to future careers, and the willingness to engage in scientific activities.


Shin, D.D., Lee, M., Ha, J.E., Park, J.H., Ahn, H.S., Son, E., Chung, Y. & Bong, M. (2019). Science for all: Boosting the science motivation of elementary school students with utility value intervention. Learning and Instruction, 60(1), 104-116. Elsevier Ltd. Retrieved November 29, 2022 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

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