Exploring the Underlying Dimensions of Science Learning Motivation in Secondary School Students Using a Mixed Methods Approach

Abstract

This mixed methods study investigates the multidimensional nature of science learning motivation among secondary school students and its impact on engagement and academic achievement. Quantitative data collected via the Science Motivation Questionnaire II from a stratified sample of students revealed that intrinsic motivation, self-efficacy, task value, and mastery goal orientation significantly correlate with engagement and academic performance in science. Self-efficacy exhibited the strongest relationships, underscoring the importance of students’ confidence in their science learning capabilities. Complementary qualitative interviews enriched these findings by capturing students’ lived experiences, highlighting how personal interest, perceived relevance, confidence, and clear goal orientation interact to drive sustained motivation. The qualitative themes illustrated the emotional and cognitive processes shaping students’ motivation, confirming the dynamic and socially situated nature of motivation in science education. Delimitations due to geographical scope, sample size, self-report biases, and complexities in integrating mixed methods findings are acknowledged. Despite these constraints, the study contributes valuable insights for educators and policymakers seeking to enhance science motivation through autonomy-supportive teaching, confidence-building interventions, and goal-focused curriculum design. The findings also emphasize the necessity of personalized motivational strategies tailored to diverse learner profiles and sociocultural contexts. This research advances theoretical understanding and offers practical recommendations for fostering motivated, engaged, and successful science learners, contributors to educational improvement efforts in contemporary science education.