Perceived Teaching Behavior and Academic Resilience as Predictors of Learning Motivation in Science: A Forecasting Study

Abstract

Low motivation of students in science remains. This study examined learning motivation in science as predicted by perceived teaching behavior and academic resilience. Predictive research design was used. 178 randomly selected data from STEM students were analyzed via multiple linear regression. It was found that learning motivation in science was significantly forecasted by the predictors, partly affirming self-determination theory. Future studies may include other variables, replication of the method in other settings to account for the remaining 76% variance in the strength of the model. Qualitative study may identify themes which may be considered as potential factors.