Predicting Students' Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context
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| Title: | Predicting Students' Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context |
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| Language: | English |
| Authors: | Brady Michael Jack (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2024 42(7):771-784. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 11 |
| Descriptors: | Foreign Countries, High School Students, Grade 11, Science and Society, Critical Thinking, Self Efficacy, Cooperative Learning, Active Learning, Learner Engagement, Student Attitudes |
| Geographic Terms: | Taiwan |
| DOI: | 10.1177/07342829241252464 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | This study investigated the predictive effect of 11th grade Taiwanese students' (N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440514 |
| Database: | ERIC |
| Abstract: | This study investigated the predictive effect of 11th grade Taiwanese students' (N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy. |
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| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829241252464 |
