Publication Date

9-2018

Subjects

Student motivation, Learning motivation, Science achievement, Academic achievement, Programme for International Student Assessment (PISA), Secondary school students, International programs, Large scale assessments, Comparative analysis

Comments

EMBARGOED until 1 pm Monday 10 September 2018

Abstract

The Programme for International Student Assessment (PISA) has collected information about student motivation in each cycle, but the types of motivation focused on has varied over the cycles in line with the major domain (or the main focus) of the assessment for that cycle – reading, mathematical or scientific literacy. The focus of PISA 2015 is on science learning. It collected data about students’ achievement motivation in relation to science learning using their responses to the following five items measured on a four-point Likert scale (strongly agree; agree; disagree; and strongly disagree): I want top grades in most or all of my courses. I want to be able to select from among the best opportunities available when I graduate. I want to be the best, whatever I do. I see myself as an ambitious person. I want to be one of the best students in my class. Section A of this report focuses on achievement motivation and motivation evaluation (also referred to as motivation calibration) from PISA 2015. Section B focuses on instrumental motivation to learn science from the 2006 and 2015 PISA cycles and changes in how students have responded to these items over time. Eleven countries, including both high-performing and culturally similar English-speaking countries were selected for comparison with Australia.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

Geographic Subject

Australia, Australia, Canada, Estonia, Finland, Hong Kong, Ireland, Japan, Macau, New Zealand, Singapore, United Kingdom, United States

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