A motivational model of persistence in science education: A self-determination theory approach

• Geneviève L. Lavigne ^[2] ; Robert J. Vallerand ^[2] ; Paule Miquelon ^[1]
  1. [1] McGill University

     McGill University

     Canadá

     
  2. [2] University of Quebec at Montreal

     University of Quebec at Montreal

     Canadá

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 3, 2007, págs. 351-369
• Idioma: inglés
• DOI: 10.1007/BF03173432
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 5 Citas
• Resumen

  • The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.

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