Science Learning Value
One key factor influencing motivation is the value of learning. Learning
attitudes influence student learning success, which means that the better the learning
attitude students possess, the more successful they will be in the learning process.
Students with a good learning attitude will study well, gain knowledge, and understand
subjects well (Yusup et al., 2023). Study indicates that students that have good learning
attitude are motivated to gain knowledge and learn well that their success in the
learning process is a positive achievement, it influences student achievement in the
academic field.
In the context of science learning, research found a significant relationship between
students' motivation towards science learning and their science achievement. The study
indicated that while students were moderately motivated, their achievement in science
was also at a mid-to-low level, suggesting that motivation alone may not be enough for
high performance (L & H, 2017). Thus, although motivation is essential, it appears that
additional factors are needed to support high performance in science. Research by
Soltani & Askarizadeh (2021) further supports this by showing that students are more
likely to engage in science tasks when they perceive the tasks as interesting, useful, or
relevant to their existing knowledge base. Their findings suggest that students find
science tasks meaningful to their personal lives or future goals which can significantly
enhance their motivation to engage with the subject. That supports the idea that
students will be more motivated to work hard if they see the value of what they are
learning to their overall course of study. This gives students a better appreciation of the
combined value of the courses they take and lets them see how each contributes to
their overall education (KPOLOVIE et al., 2014).
Further research has also shown the importance of students’ academic
adjustment in their motivation to learn science. A study of Ahmad & Rana (2023) found a
positive correlation between students' academic adjustment and their motivation to learn
science, which significantly predicted their academic success in science courses at the
university level. When students can adjust academically, they are more likely to engage
with science and value it as an important subject, which in turn boosts their motivation.
Their research suggests that academic adjustment can reinforce motivation, as students
who successfully adjust to the academic environment tend to value and engage in
science learning more effectively.
Students will be more motivated to work hard if they see the value of what they are
learning to their overall course of study. This gives students a better appreciation of the
combined value of the courses they take and lets them see how each contributes to
their overall education.
Learning attitudes influence student learning success, which means that the
better the learning attitude students possess, the more successful they will be in the
learning process. Students with a good learning attitude will study well, gain knowledge,
and understand subjects well. Because success in the learning process is a positive
achievement, it influences student achievement in the academic field.
educational interventions aimed at enhancing students' value perception of
science.
One key factor influencing motivation is the science learning value, which is the
perceived usefulness, relevance, and interest of science-related tasks. Research
underscores that students are more likely to engage in science tasks when they
perceive them as interesting, useful, or relevant to their existing knowledge base
(Soltani & Askarizadeh, 2021). Their findings suggest that students find science tasks
meaningful to their personal lives or future goals which can significantly enhance their
motivation to engage with the subject.
L & H (2017) Their research indicated that while students were moderately motivated,
their achievement in science was only at a mid-to-low level, suggesting that motivation
alone is not enough to drive high performance. Without perceiving science as important
or relevant, students may struggle to perform well, despite being motivated.
Ahmad & Rana (2023) found a positive correlation between students' academic
adjustment and their motivation to learn science, predicting better academic success in
science courses. When students are able to adjust academically, they are more likely to
engage with science and value it as an important subject, which in turn boosts their
motivation. This suggests that fostering academic adjustment alongside enhancing
science learning value can have a significant impact on student success in science.
Further research has also shown the importance of students’ academic
adjustment in their motivation to learn science. A study of Ahmad & Rana (2023) found a
positive correlation between students' academic adjustment and their motivation to learn
science, which significantly predicted their academic success in science courses at the
university level. When students are able to adjust academically, they are more likely to
engage with science and value it as an important subject, which in turn boosts their
motivation.
factor is considered a significant motivator, as students who see the value in science
are more likely to be engaged and perform well academically.
According to Cavas (2011), student motivation plays a crucial role in science learning,
which targeting in promoting student’s construction of his/her conceptual understanding
of science.
The findings suggest that students’ interest in science is positively correlated with higher
motivation levels, which could imply that when students choose a program based on
their interest or perceived value, they are likely more motivated.
Achievement goals are a person's aim in an achievement setting. The dominant
framework for considering achievement goals posits two dimensions for goals: definition
and valence (Elliot & McGregor, 2001; Elliot & Murayama, 2008). Achievement goal is
one of the primary reasons that enable individuals to be motivated to be successful in
an academic task and it is an important element for academic motivation (Kaplan &
Maehr 2007). Students with performance goals focus upon themselves and prefer
situations where they can demonstrate their ability and compare it with other students
(Akour,2011). Student relates to the purposes that students have for completing an
academic task have received much attention due to their influential role on students’
performance (Ames, 1992) The study of Pintrich (2000) states that students with
performance goals focus upon themselves, and prefer situations where they can
demonstrate their ability and compare it with other students. Those students usually
evaluate themselves using interpersonal norms, such as “did I do better than other
students in the class?”, “Do others think that I am smart?”. Performance goals
encourage students to focus on scoring better than others or avoiding the appearance
of incompetence (Ghaleb AL-Baddareen et al.)
Parents play a fundamental role in providing achievement experiences for their children
as well as in interpreting for them the outcomes of those experiences. Parents perform
these tasks in relation to their own belief systems, and these belief systems are
reflected by their expectancies, values, and gender-related beliefs. In turn, children’s
belief systems are shaped through the combination of the experiences provided for
them and through the feedback that they receive from their parents (Partridge et al.,
2013).