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Psychological Science and Education
2020. Vol. 25, no. 6, 77–87
https://doi.org/10.17759/pse.2020250607
ISSN: 1814-2052 / 2311-7273 (online)

Students’ Science Motivation: A Cross- Country Analysis of the Relationship with the Science Literacy Level

 
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Abstract

The paper presents results of a comparative study of motivation for studying science in Russia and leading countries in science education. We explored the relationship and its strength between various types of motivation and the level of science literacy. The analysis was based on the data of the international study PISA-2015, represented by a sample of 15-year-olds (N = 6036).We found a significant positive correlation between intrinsic and achievement motivation and the level of science literacy almost in all analysed countries. At the same time, in case of intrinsic motivation — which is the strongest predictor for achievement in other countries — the increase in PISA results was lower for Russian students. On the other side, with an increase in motivation focused on academic achievement, Russian students have one of the most noticeable increases in results in comparison with leading countries. The nonlinear nature of the relationship between instrumental motivation and the PISA results for Russian students was also revealed — students with the highest and lowest levels of this type of motivation show the best results. The potential prospects of using different kinds of programs for raising motivation and achievement are discussed.

General Information

Keywords: motivation, science literacy, school education, cross-country research, PISA

Journal rubric: Educational Psychology

OpenAlex citations: 2

OpenAlex trends: Psychology of Development and Education, Motivation and Self-Concept in Sports, Educational Strategies and Epistemologies

Information about the work in OpenAlex

Number of citations: 2

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Motivation and Self-Concept in Sports

This cluster of papers explores the application and implications of Self-Determination Theory in understanding human motivation, well-being, and behavior across various domains such as education, sports, and health. It delves into topics such as intrinsic motivation, autonomy support, psychological needs satisfaction, motivational climate, and the impact on individual and social development.

Number of works: 62366  |  Total number of citations: 1317950

Topic detailsв OpenAlex

Educational Strategies and Epistemologies

This cluster of papers explores the development, dimensions, and influences of personal epistemological beliefs, metacognition, and information literacy in various educational contexts. It investigates topics such as source evaluation, cognitive engagement, multiple text comprehension, and the role of epistemic beliefs in self-regulated learning. The research contributes to understanding how individuals form and adapt their beliefs about knowledge and knowing, particularly in the context of online research and learning.

Number of works: 23176  |  Total number of citations: 371772

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2020250607

Funding. The reported study was funded by RFBR, project number 19-29-14190.

Published

For citation: Getman, A.V., Kersha, Y.D., Kosaretsky, S.G. (2020). Students’ Science Motivation: A Cross- Country Analysis of the Relationship with the Science Literacy Level. Psychological Science and Education, 25(6), 77–87. (In Russ.). https://doi.org/10.17759/pse.2020250607

© Getman A.V., Kersha Y.D., Kosaretsky S.G., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Anastasia V. Getman, PhD Student, Teacher, Institute of Education, National Research University Higher School of Economics, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5291-3923, e-mail: agetman@hse.ru

Yulia D. Kersha, PhD Student, Research Intern of the Pinsky Centre of General and Extracurricular Education, Institute of Education, National Research University Higher School of Economics, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-4481-380X, e-mail: ykersha@hse.ru

Sergey G. Kosaretsky, Candidate of Science (Psychology), Vice-Rector for Research, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8905-8983, e-mail: kosaretskijsg@mgppu.ru

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