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http://dx.doi.org/10.14697/jkase.2017.37.3.507

A Study on the Structural Equation Model Among Components of Positive Experiences about Science  

Kim, Heekyong (Kangwon National University)
Kwak, Youngsun (Korea Institute of Curriculum and Evaluation)
Kang, Hunsik (Seoul National University of Education)
Shin, Youngjoon (Gyeongin National University of Education)
Lee, Sunghee (Seoul Kangseo Elementary School)
Lee, Soo-Young (Seoul National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.37, no.3, 2017 , pp. 507-521 More about this Journal
Abstract
The purpose of this study is to investigate a meaningful path model among the components of students' positive experiences about science and science learning to understand the interactive relationships among different variables of affective domains. Positive Experiences about Science (PES) means whole experiences that have positive effects on students' affectional achievement related with science learning, which consists of science academic emotion, science-related self-concept, science learning motivation, science-related attitude, and science-related career aspiration. We conducted an online survey with 1,841 students consisting of 4th, 6th, 8th, and 10th graders from 17 provinces and cities using Test for Indicators of Positive Experiences about Science (TIPES). To explore the structural relationships among variables, we selected and analyzed an optimal structural equation model and then conducted multigroup analyses among groups. According to the analysis of the structural equation model, 'positive as well as negative science academic emotion' has effects on science learning motivation, science-related attitude, and science-related career aspiration via science-related self-concept. According to the independent t-test results for TIPES scores by participants' characteristics, there were statistically significant differences in the average scores of five sub-components of PES depending on gender, school-level, school location, and participation in science-related activities. According to the multi-group analysis results, the difference of path coefficients by gender and school-level were statistically significant, whereas the difference of path coefficients by school location and participation were not significant. Discussed in the conclusion are the implications of this research for science education research and ways to help students' affectional achievement related with science learning.
Keywords
positive experiences about science; science academic emotion; science-related self-concept; science learning motivation; science-related attitude; science-related career aspiration; structural equation model;
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Times Cited By KSCI : 11  (Citation Analysis)
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