We’re sorry, something doesn't seem to be working properly.

Please try refreshing the page. If that doesn't work, please contact support so we can address the problem.

Skip to main content
SpringerLink
Log in

A motivational model of persistence in science education: A self-determination theory approach

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.

Abstract

The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ajzen, I., & Fishbein, M. (1980).Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation.Journal of Educational Psychology, 84, 261–271.

    Article  Google Scholar 

  • Bandura, A. (1986).Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Bandura, A., & Schunk, D.H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.Journal of Personality and Social Psychology, 41, 586–598.

    Article  Google Scholar 

  • Betz, N.E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors.Journal of Vocational Behavior, 23, 329–345.

    Article  Google Scholar 

  • Black, A.E., & Deci, E.L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective.Science Education, 84, 740–756.

    Article  Google Scholar 

  • Brickell, T.A., Chatzisarantis, N.L., & Pretty, G.M. (2006). Autonomy and control: Augmenting the validity of the theory of planned behaviour in predicting exercise.Journal of Health Psychology, 11, 51–63.

    Article  Google Scholar 

  • Carpenter, P.G., & Fleishman, J.A. (1987). Linking intentions and behavior: Australian students’ college plans and college attendance.American Educational Research Journal, 24, 79–105.

    Google Scholar 

  • Chatzisarantis, N.L.D., Hagger, M.S., Smith, B., & Phoenix, C. (2004). The influences of continuation intentions on execution of social behaviour within the theory of planned behaviour.British Journal of Social Psychology, 43, 551–583.

    Article  Google Scholar 

  • Cheong, Y.F., Pajares, F., & Oberman, P.S. (2004). Motivation and academic help-seeking in high school computer science.Computer Science Education, 14, 3–19.

    Article  Google Scholar 

  • Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In C. Ames & R. Ames (Eds.),Research on motivation and education: Vol. 3. Goals and cognitions (pp. 45–71). New York: Academic Press.

    Google Scholar 

  • Deci, E.L. (1975).Intrinsic motivation. New-York: Plenum.

    Google Scholar 

  • Deci, E.L. (1980).The psychology of self-determination. Lexington, MA: DC Heath.

    Google Scholar 

  • Deci, E.L., & Ryan, R.M. (1985).Intrinsic motivation and self-determination in human behavior. New York: Plenum.

    Google Scholar 

  • Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.),Nebraska Symposium on Motivation: Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Deci, E.L., & Ryan, R.M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior.Psychological Inquiry, 11, 227–268.

    Article  Google Scholar 

  • Deci, E.L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee.Journal of Personality and Social Psychology, 40, 1–10.

    Article  Google Scholar 

  • Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation in education: The self-determination perspective.The Educational Psychologist, 26, 325–346.

    Article  Google Scholar 

  • Désert, M., Croizet, J.C., & Leyens, J.P. (2002). La menace du stéréotype: Une interaction entre situation et identité.L’Année Psychologique, 102, 555–576.

    Article  Google Scholar 

  • Farenga, S.J., & Joyce, B.A. (1999). Intentions of young students to enrol in science courses in the future: An examination of gender differences.Science Education, 83, 55–76.

    Article  Google Scholar 

  • Grolnick, W.S., & Ryan, R.M. (1989). Parent styles associated with children’s self-regulation and competence in school.Journal of Educational Psychology, 52, 890–898.

    Google Scholar 

  • Guay, F., & Vallerand, R.J. (1997). Social context, students’ motivation, and academic achievement: Toward a process model.Social Psychology of Education, 1, 211–233.

    Article  Google Scholar 

  • Guay, F., Boivin, M., & Hodges, E. (1999). Predicting change in academic achievement: A model of peer experiences and self-system processes.Journal of Educational Psychology, 91, 105–115.

    Article  Google Scholar 

  • Guimond, S., & Roussel, L. (2001). Bragging about one’s school grades: Gender stereotyping and students’ perception of their abilities in science, mathematics, and language.Social Psychology of Education, 4, 275–293.

    Article  Google Scholar 

  • Guimond, S., & Roussel, L. (2002). L’activation des stéréotypes de genre, l’évaluation de soi et l’orientation scolaire. In J.L. Beauvois, R.V. Joule, & J.M. Monteil (Eds.),Perspectives cognitives et conduites sociales (vol. 8, pp. 163–179). Rennes: Presses Universitaires de Rennes.

    Google Scholar 

  • Guimond, S., Chatard, A., Martinot, D., Crisp, R.J., & Redersdorff, S. (2006). Social comparison, self-stereotyping, and gender differences in self-construals.Journal of Personality and Social Psychology, 90, 221–242.

    Article  Google Scholar 

  • Grouzet, F.M., Kasser, T., Ahuvia, A., Dols, J.M., Kim, Y., Lau, S., Ryan, R.M., Saunders, S., Schmuck, P., & Sheldon, K.M. (2005). The structure of goal contents across 15 cultures.Journal of Personality and Social Psychology, 89, 800–816.

    Article  Google Scholar 

  • Hackett, G., & Betz, N.E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence.Journal for Research in Mathematics Education, 20, 261–273.

    Article  Google Scholar 

  • Hanrahan, M. (1998). The effect of learning environment factors on students’ motivation and learning.International Journal of Science Education, 20, 737–753.

    Article  Google Scholar 

  • Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school.Journal of Educational Psychology, 95, 347–356.

    Article  Google Scholar 

  • Koestner, R., Ryan, R.M., Bernieri, F., Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controllingvs. informational styles on intrinsic motivation and creativity.Journal of Personality 52(3), 233–248

    Article  Google Scholar 

  • Jones, G., Howes, A., & Rua, M. (2000). Gender differences in students’ experiences, interests, and attitudes towards science and scientists.Science Education, 84, 180–192.

    Article  Google Scholar 

  • Kline, R.B. (2005).Principles and practice of structural equation modeling (2nd Edition). New York: Guilford Press.

    Google Scholar 

  • Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children.Journal of Educational Psychology, 88, 203–214.

    Article  Google Scholar 

  • Miquelon, P., Vallerand, R.J., Grouzet, F. M. E., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model.Personality and Social Psychology Bulletin, 31, 913–924.

    Article  Google Scholar 

  • National Center for Education Statistics, Table 404,Percentage of bachelor’s degrees awarded in science, by field and country: Selected years, 1985 through. Retrieved August 15, 2006, http://nces.ed.gov/programs/digest/d05/tables/dt05_404.asp.

  • National Science Board. (2000).Science and engineering indicators-2000. Arlington, VA: National Science Foundation.

    Google Scholar 

  • Noels, K.A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style.Language Learning, 51, 107–144.

    Article  Google Scholar 

  • Noels, K.A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English.The Canadian Modern Language Review, 57, 23–34.

    Google Scholar 

  • Osborne, J., Simon, S., & Collins, S. (2003). Attitude towards science: A review of the literature and its implications.International Journal of Science Education, 25, 1049–1079.

    Article  Google Scholar 

  • Ratelle, C.F., Larose, S., Guay, F., & Senécal, C. (2005). Perceptions of parental involvement and support as predictors of college students’ persistence in a science curriculum.Journal of Family Psychology, 19, 286–293.

    Article  Google Scholar 

  • Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?Contemporary Educational Psychology, 23, 312–330.

    Article  Google Scholar 

  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit.The Elementary School Journal, 106, 225–236.

    Article  Google Scholar 

  • Reeve, J., & Deci, E.L. (1996). Elements of the competitive situation that affect intrinsic motivation.Personality and Social Psychology Bulletin, 22, 24–33.

    Article  Google Scholar 

  • Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support.Motivation and Emotion, 28, 147–169.

    Article  Google Scholar 

  • Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains.Journal of Personality and Social Psychology, 57, 749–761.

    Article  Google Scholar 

  • Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55, 68–78.

    Article  Google Scholar 

  • Ryan, R.M., & Grolnick, W.S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions.Journal of Personality and Social Psychology, 50, 550–558.

    Article  Google Scholar 

  • Sarrazin, P., Vallerand, R., Guillet, E., Pelletier, L., & Cury, F. (2002). Motivation and drop out in female handballers: A 21-month prospective study.European Journal of Social Psychology, 32, 395–418.

    Article  Google Scholar 

  • Schoon, I. (2001). Teenage job aspirations and career attainment in adulthood: A 17-year follow-up study of teenagers who aspired to become scientists, health professionals, or engineers.International Journal of Behavioral Development, 25, 124–132.

    Article  Google Scholar 

  • Smith, R.E., Smoll, F.L., & Curtis, B. (1979). Coach effectiveness training: A cognitive-behavioral approach to enhancing relationship skills in youth sport coaches.Journal of Sport Psychology, 1, 59–75.

    Google Scholar 

  • Statistic Canada, Table 477-0014,University degrees, diplomas and certificates granted, by program level, Classification of Instructional Programs, Primary Grouping and sex. Retrieved July 30, 2006, http://www40.statcan.ca/102/cst01/educ51a_f.htm.

  • Triandis, H.C. (1995).Individualism and collectivism. Boulder, CO: Westview Press.

    Google Scholar 

  • Vallerand, R.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M.P. Zanna (Ed.),Advances in experimental social psychology (vol. 29, pp. 271–360). New York: Academic Press.

    Google Scholar 

  • Vallerand, R.J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and motivational styles as predictors of behavior: A prospective study.Journal of Personality, 60, 599–620.

    Article  Google Scholar 

  • Vallerand, R.J., & Ratelle, C.F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E.L. Deci & R.M. Ryan (Eds.),Handbook of self-determination research (pp. 37–69). Rochester, New York: University of Rochester Press.

    Google Scholar 

  • Vallerand, R.J., & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory.Journal of Sport Psychology, 6, 94–102.

    Google Scholar 

  • Vallerand, R.J., Fortier, M.S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout.Journal of Personality and Social Psychology, 72, 1161–1176.

    Article  Google Scholar 

  • Vallerand, R.J., Blais, M.R., Brière, N.M., & Pelletier, L.G. (1989). Construction et validation de l’Échelle de Motivation en Éducation (EME) (Construction and validation of the French version of the Academic Motivation Scale).Canadian Journal of Behavioral Science, 21, 323–349.

    Article  Google Scholar 

  • Vallerand, R.J., Deshaies, P., Cuerrier, J., Pelletier, L.G., & Mongeau, C. (1992). Ajzen and Fishbein’s theory of reasoned action as applied to moral behavior: A confirmatory analysis.Journal of Personality and Social Psychology, 62, 98–109.

    Article  Google Scholar 

  • Vallerand, R.J., Pelletier, L.G., Blais, M.R., Brière, N.M., Senécal, C., & Vallières, E.F. (1993). On the assessment of intrinsic, extrinsic and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale.Educational and Psychological Measurement, 53, 159–172.

    Article  Google Scholar 

  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991.Journal of Research in Science Teaching, 32, 387–98.

    Article  Google Scholar 

  • Williams, G.C., & Deci, E.L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory.Journal of Personality and Social Psychology, 70, 767–779.

    Article  Google Scholar 

  • Williams, G.C., Gagné, M., Ryan, R.M., & Deci, E.L. (2002). Facilitating autonomous motivation for smoking cessation.Health Psychology, 21, 40–50.

    Article  Google Scholar 

  • Williams, G.C., Grow, V.M., Freedman, Z.R., Ryan, R.M., & Deci, E.L. (1996). Motivational predictors of weight loss and weight-loss maintenance.Journal of Personality and Social Psychology, 70, 115–26.

    Article  Google Scholar 

  • Williams, G.C., Rodin, G.C., Ryan, R.M., Grolnick, W.S., & Deci, E.L. (1998). Autonomous regulation and long-term medication adherence in adult outpatients.Health Pasychology, 17, 269–276.

    Article  Google Scholar 

  • Williams, G.C., Wiener, M.W., Markakis, K.M., Reeve, J., & Deci, E.L. (1994). Medical students’ motivation for internal medicine.Journal of General Internal Medicine, 9, 327–333.

    Article  Google Scholar 

  • Williams, G.C., McGregor, H.A., Sharp, D., Levesque, C., Kouides, R.W., Ryan, R.M., & Deci, E.L. (2006). Testing a self-determination theory intervention for motivating tobacco cessation: Supporting autonomy and competence in a clinical trial.Health Psychology, 25, 91–101.

    Article  Google Scholar 

  • Zusho, A., Pintrich, P.R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry.International Journal of Science Education, 25, 1081–1094.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Département de Psychologie, Université du Québec à Montreal, Succursale Centre-Ville, 8888, Canada

    Geneviève L. Lavigne & Robert J. Vallerand

  2. Laboratoire de recherche sur le comportement social (LRCS), Université du Québec à Montréal, Succursale Centre-Ville, 8888, Canada

    Geneviève L. Lavigne & Robert J. Vallerand

  3. Health Psychology Laboratory, Psychology Department, McGill University, 1205, Dr. Penfield Avenue, H3A 1B1, Montréal, QC, Canada

    Paule Miquelon

Authors
  1. Geneviève L. Lavigne
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robert J. Vallerand
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Paule Miquelon
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

The research was facilitated by grants from the Social Science and Humanities Research Council (SSHRC) and by the Fonds de Recherche sur la Société et la Culture (FQRSC) to the second author.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Lavigne, G.L., Vallerand, R.J. & Miquelon, P. A motivational model of persistence in science education: A self-determination theory approach. Eur J Psychol Educ 22, 351–369 (2007). https://doi.org/10.1007/BF03173432

Download citation

  • Received:

  • Revised:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03173432

Key words

Search

Navigation