The Impact of Self-Reported Knowledge and Self-perceived Importance about Earth Systems on Science Gifted Students' Science Motivation: An Exploratory Study

Title & Authors
The Impact of Self-Reported Knowledge and Self-perceived Importance about Earth Systems on Science Gifted Students' Science Motivation: An Exploratory Study
Oh, Jun-Young; Lee, Hyundong; Lee, Hyonyong;

Abstract
The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.
Keywords
Earth systems;science motivation;science gifted student;knowledge and importance of Earth systems;
Language
Korean
Cited by
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