Abstract:

Children’s motivation for learning science declines across the primary-secondary age range as aspirations for studying science in post-compulsory education have already been formed (Aschbacher, Li, & Roth, 2010). There is evidence to suggest that children with higher science capital (i.e. a parent with a science qualification) have raised aspirations for studying science post-16 compared to their peers (Archer, DeWitt, & Willis, 2014). Expectancy-value theory (EVT) models are proven theoretical frameworks used in educational psychology to explore and understand motivation (Eccles et. al, 1983; Kosovich et al, 2014). Findings to date, utilising an EVT model, indicate that students who attribute a higher expectancy and value to a subject have higher aspirations for this subject and therefore achieve higher (Putwain et. al, 2019). However, there has been limited research regarding the alignment of ‘cost’ (how engaging in a specific activity could potentially neglect a further one, how much time and effort this may take and/or the emotional cost) in relation to achievement (Wigfield and Eccles, 2000); which was a focus for this study.

The study was conducted across a school year where aged 13 and 14 year olds undertook a previous validated questionnaire (Kosovich et al, 2015) which investigated if expectancy, value and cost were directly or indirectly linked to achievement. In addition, after they had taken the survey, they undertook a science specific on-line test based upon the English Key Stage 3 (age 11-14) science national curriculum. At the same time as the test, a previous validated questionnaire for engagement (Skinner, Kindermann & Furrer,2009) was used in conjunction with a science career aspirations scale from PISA (OCED, 2007) to measure engagement and aspirations for the chosen cohorts. Gender, Free School Meals (indication of the level of deprivation) and age were controlled in the statistical analysis of the data. This presentation will focus upon the ‘cost’ students attribute to their achievement and aspirations.

Keywords:

Expectancy-Value Model, Science Achievement, Expectancy of Success, Motivational Learners, Science Aspirations.