Cognitive Abilities and Motivational Processes in High School Students' Situational Engagement and Achievement in Science
By S. Lau, R. Roeser. Special Issue: A Multidimensional Approach to Achievement Validation, 2002
142 citations recorded by the source corpus.
Building on Snow's (1989) idea of 2 pathways to achievement outcomes, a performance and a commitment pathway, this study examined how cognitive and motivational factors associated with each of these pathways, respectively, contributed to the prediction of achievement outcomes in science. The sample consisted of 491 10th- and 11th-grade high school students. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability; and (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes.
Subfields: Computer Networks and Communications, Information Systems, Safety Research
View Paper: https://www.semanticscholar.org/paper/dacb67f2e28eafac04ba0152364594198118f767
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Citations in the corpus
- The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “To better prepare students for the science-based societies of the future, educators, policy-makers, and researchers have directed their attention toward investigating the factors affecting science achievement (Lau and Roeser 2002).”
- Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “Motivational variables, such as perceptions of competence and task value, have emerged as more predictive of high school students’ situational engagement in science than their cognitive abilities in science (Lau & Roeser, 2002, 2008).”