The suppression role of positive affect on students’ science achievement in East Asia: the example of Taipei

详细信息    查看全文

• 作者：Haiying Long
• 关键词：Academic motivation ; Affect ; Science achievement ; Suppression effect ; Taipei ; TIMSS
• 刊名：Social Psychology of Education
• 出版年：2016
• 出版时间：December 2016
• 年：2016
• 卷：19
• 期：4
• 页码：815-842
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education, general; Personality and Social Psychology; Sociology of Education;
• 出版者：Springer Netherlands
• ISSN：1573-1928
• 卷排序：19

文摘

This study focuses on “high achievement but low motivation” phenomenon that is prevalent in East Asian countries and districts, and uses eighth graders in Taipei that participated in TIMSS 2007 as an example to examine the direct and indirect effects of academic motivation, positive affect, and instruction on science achievement. Confirmatory Factor Analysis and Structural Equation Modeling were employed to test measurement and structural models and indicated a good fit of the models to the data. The results showed that expectancy and value in science and inquiry-based instruction are three significant and positive predictors of students’ positive affect toward science. In addition, expectancy, positive affect, and three types of instruction all significantly predicted students’ science achievement after the number of books at home and mother’s education were controlled. However, inquiry-based and practice-based instructions were negative predictors whereas traditional instruction was positive. The suppression role of the positive affect was partially supported between academic motivation and science achievement.