Mathematics Work Ethic Mediates Effects of Anxiety and Instrumental Motivation on Science Literacy
DOI:
https://doi.org/10.46328/ijemst.5088Keywords:
Instrumental motivation, Mathematics anxiety, Mathematics work ethic, Science performanceAbstract
Previous research has examined instrumental motivation to learn mathematics (IM) and mathematics anxiety (MA) as predictors of students’ scientific literacy. A major aim of this study was to examine mathematics work ethic (MWE) as a mediating factor. Structural equation modeling (SEM) was used to analyze the Programme for International Student Assessment (PISA), the year 2012 data of 4,500 high school students from Australia. We constructed three SEM models. The first model concerned the entire sample; the second and third models used multi-group SEM to examine gender and socioeconomic status (SES) as moderating factors. The results indicated a positive relationship between MWE and scientific literacy, which acted as a mediator between the negative impact of MA and the positive effect of IM on scientific literacy. Indirect effects were significant for females, not males. Work ethic was significant for females, not males. Instrumental motivation was significant for high SES, not low. Findings help integrate the construct of work ethics within theory and research on academic anxiety and motivation. We discuss the practical implications.
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