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Motivation to learn science and cognitive style


Zeyer, A (2010). Motivation to learn science and cognitive style. Journal of Mathematics, Science & Technology Education, 6(2):123-130.

Abstract

This article investigates the relation between cognitive style and motivation to learn science. The concept of cognitive style proposes the interplay of two core psychological dimensions, empathizing and systemizing. The cognitive style is defined as the interplay between the two abilities. We used the so-called EQ score (empathy quotient) and the SQ score (systemizing quotient) to measure the empathizing and the systemizing dimension
respectively. The motivation to learn science was measured by the so–called Science Motivation Questionnaire (SMQ), which reflects the operationalization of five basic motivational constructs. We investigated a sample of 44 high school students, 17 to 19 year-old, stratified by their sex and by their science/non-science orientation. Our data showed a highly significant and fairly strong correlation between the motivation to learn science and the systemizing quotient. However, different from what we expected, we found no correlation between the motivation to learn science and the empathy quotient.
We also found no difference in the motivation to learn science neither for sex nor for science-orientation. The implications of these findings are discussed, especially in the light of school science and research of science education.

Abstract

This article investigates the relation between cognitive style and motivation to learn science. The concept of cognitive style proposes the interplay of two core psychological dimensions, empathizing and systemizing. The cognitive style is defined as the interplay between the two abilities. We used the so-called EQ score (empathy quotient) and the SQ score (systemizing quotient) to measure the empathizing and the systemizing dimension
respectively. The motivation to learn science was measured by the so–called Science Motivation Questionnaire (SMQ), which reflects the operationalization of five basic motivational constructs. We investigated a sample of 44 high school students, 17 to 19 year-old, stratified by their sex and by their science/non-science orientation. Our data showed a highly significant and fairly strong correlation between the motivation to learn science and the systemizing quotient. However, different from what we expected, we found no correlation between the motivation to learn science and the empathy quotient.
We also found no difference in the motivation to learn science neither for sex nor for science-orientation. The implications of these findings are discussed, especially in the light of school science and research of science education.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2010
Deposited On:04 Mar 2011 18:16
Last Modified:21 Nov 2017 15:17
Publisher:Eurasia Publishing House
ISSN:1305-8223
Free access at:Official URL. An embargo period may apply.
Official URL:http://www.ejmste.com/v6n2/EURASIA_v6n2_Zeyer.pdf
Related URLs:http://www.ejmste.com/v6n2/main.html (Publisher)

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