Science epistemological beliefs, motivation, and performance: further evidence from the UK, Singapore, Hong Kong, and Mainland China

• Feng Xiong ^[1] ; Youyan Nie ^[1] ; Ai Noi Lee ^[1] ; Gregory Arief Darmanegara Liem ^[1] ; Barry Bai ^[2]
  1. [1] Nanyang Technological University

     Nanyang Technological University

     Singapur

     
  2. [2] Chinese University of Hong Kong

     Chinese University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00985-z
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study examined how science epistemological beliefs and motivations (i.e., self-efficacy, enjoyment, interest, and instrumental motivation) were related to science performance in the UK, Singapore, Hong Kong, and Mainland China samples, using the data from the Programme for International Student Assessment (PISA) 2015. The results showed similarities and differences in the predictive relations across different countries/regions. The similarities were that (1) for all four countries/regions, enjoyment and interest were significant positive predictors of science performance, whereas (2) instrumental motivation was not a significant predictor. The differences were that (1) epistemological beliefs positively predicted science performance in the UK only, but not in Singapore, Hong Kong, and Mainland China, and (2) self-efficacy was a significant predictor of science performance in the UK and Singapore, but not so in Hong Kong and Mainland China. Implications for educational practice are discussed.

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