RT Journal Article
T1 Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers
A1 Membiela, Pedro
A1 Vidal López, Manuel
A1 Fragueiro Barreiro, María Sandra
A1 Lorenzo-Rial, María-Asunción
A1 García-Rodeja Gayoso, Isabel
A1 Aznar Cuadrado, Virginia
A1 Bugallo-Rodríguez, Anxela
A1 González Fernández, Antonio
K1 Emotions
K1 Engagement
K1 Motivation
K1 Preservice elementary teachers
K1 Science learning
AB Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self-efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self-report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self-efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science-learning engagement. The fundamental role of emotions in motivation and science-learning engagement in preservice elementary teachers is observed
PB Wiley
YR 2022
FD 2022
LK http://hdl.handle.net/10347/28821
UL http://hdl.handle.net/10347/28821
LA eng
NO Membiela, P., Vidal, M., Fragueiro, S., Lorenzo, M., García‐Rodeja, I., Aznar, V., Bugallo, A., & González, A. (2022). Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers. Science Education, 106, 119–141. https://doi.org/10.1002/sce.21686
DS Minerva
RD 23 abr 2026