The Influence of Science Teachers on High School Students’ Science Motivation: An Analysis Using a Nationally Representative Large-Scale Data Set

Virtual Paper ID: 53906
  1. aaa
    Adem Ekmekci
    Rice University
  2. Danya Serrano Corkin
    University of Houston-Downtown

Abstract: This study examined the degree to which science teacher qualifications, characteristics, and practices influence high school students’ motivational beliefs about science. Marrying a social cognitive career theoretical framework with a teacher quality theoretical framework, this study explored teacher-related variables as a contextual variable shaping students’ motivation towards science. A nationally representative, large-scale data set—the High School Longitudinal Study 2009 (HSLS:09) was used to conduct hierarchical regression analyses. After controlling for student demographics, results indicated that teacher’s self-efficacy beliefs, a college or graduate science degree, and science instructional practices were found to be positively associated with students’ motivation in science.


Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.