TY - JOUR AU - Vo Van, De AU - Csapó, Benő TI - Exploring Inductive Reasoning, Scientific Reasoning and Science Motivation, and Their Role in Predicting STEM Achievement Across Grade Levels JF - INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION J2 - INT J SCI MATH EDUC VL - 21 PY - 2023 IS - 8 SP - 2375 EP - 2398 PG - 24 SN - 1571-0068 DO - 10.1007/s10763-022-10349-4 UR - https://m2.mtmt.hu/api/publication/33542314 ID - 33542314 N1 - An Giang University- VNU-HCM, 18 Ung Van Khiem St, Dong Xuyen Ward, An Giang Province, Long Xuyen City, Viet Nam Doctoral School of Education, University of Szeged, 32-34. Petőfi S. Sgt., Szeged, 6722, Hungary Epi•STEM National Centre for STEM Education, School of Education, University of Limerick, Plassey Park Road, Casteltroy, Limerick, Ireland Institute of Education, University of Szeged, 32-34, Petőfi S. Sgt., Szeged, 6722, Hungary MTA-SZTE Research Group On the Development of Competencies, Szeged, Hungary Cited By :1 Export Date: 1 May 2023 Correspondence Address: Van Vo, D.; Doctoral School of Education, 32-34. Petőfi S. Sgt., Hungary; email: vo.de.van@edu.u-szeged.hu AB - This study aims to investigate the patterns of students’ performance in inductive reasoning, scientific reasoning and science motivation at different grade levels. We also examined the interaction of these variables with parental factors in predicting students’ STEM achievement. A cross-sectional study assessed 726 participants from the 6 th , 8 th , 10 th and 11 th grades in 6 secondary schools. The findings showed that students in the upper grades achieved higher scores on reasoning tests than their counterparts in the lower-grade cohorts, but their motivation toward learning science decreased slightly across the grade cohorts. Although the students performed better on an inductive reasoning test, the developmental patterns were comparable for the results on 2 cognitive tests across grade levels. Generally, we found that inductive reasoning and scientific reasoning were closely tied and that both had a significant effect on STEM achievement, while parents’ education impacted positively on both STEM performance and parental involvement in their children’s schooling. However, parental involvement and science motivation had a minor—and different—influence on students’ STEM achievement in the individual grade cohorts. The implications for enhancing students’ STEM performance are further discussed accordingly. LA - English DB - MTMT ER - TY - JOUR AU - B. Németh, Mária AU - Tóth, Edit AU - Csíkos, Csaba AU - Korom, Erzsébet TI - A természettudomány tanulásának motivációi a 6. és a 8. évfolyamon [Science Learning Motivation in Grades 6 and 8] JF - MAGYAR TUDOMÁNY J2 - MAGYAR TUDOMÁNY VL - 183 PY - 2022 IS - 11 SP - 1407 EP - 1419 PG - 13 SN - 0025-0325 DO - 10.1556/2065.183.2022.11.4 UR - https://m2.mtmt.hu/api/publication/33209404 ID - 33209404 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Csapó, Benő TI - A gondolkodás fejlesztése és a tudás alkalmazása a természettudomány diagnosztikus értékelésének tartalmi kereteiben [Development of Thinking and Application of Knowledge in the Frameworks for Diagnostic Assessment of Science] JF - MAGYAR TUDOMÁNY J2 - MAGYAR TUDOMÁNY VL - 183 PY - 2022 IS - 11 SP - 1383 EP - 1394 PG - 12 SN - 0025-0325 DO - 10.1556/2065.183.2022.11.2 UR - https://m2.mtmt.hu/api/publication/33209366 ID - 33209366 LA - Hungarian DB - MTMT ER - TY - JOUR AU - Csapó, Benő TI - Social determinants of mathematics and science achievement in historical context JF - CURRENT OPINION IN BEHAVIORAL SCIENCES J2 - CURR OPIN BEHAV SCI VL - 46 PY - 2022 PG - 9 SN - 2352-1546 DO - 10.1016/j.cobeha.2022.101182 UR - https://m2.mtmt.hu/api/publication/33038871 ID - 33038871 LA - English DB - MTMT ER - TY - CHAP AU - Arifiyanti, Fitria AU - Pásztor, Attila ED - Fejes, József Balázs ED - Pásztor-Kovács, Anita TI - Representational competence: Definition of the construct and its assessment in the context of science T2 - XVIII. Pedagógiai Értékelési Konferencia = 18th Conference on Educational Assessment PB - Szegedi Tudományegyetem Neveléstudományi Doktori Iskola CY - Szeged SN - 9789633068625 PY - 2022 SP - 90 EP - 90 PG - 1 UR - https://m2.mtmt.hu/api/publication/32847202 ID - 32847202 LA - English DB - MTMT ER - TY - JOUR AU - Soeharto, Soeharto AU - Csapó, Benő TI - Exploring Indonesian student misconceptions in science concepts JF - HELIYON J2 - HELIYON VL - 8 PY - 2022 IS - 9 PG - 10 SN - 2405-8440 DO - 10.1016/j.heliyon.2022.e10720 UR - https://m2.mtmt.hu/api/publication/33136595 ID - 33136595 N1 - Doctoral School of Education, University of Szeged, 30-34, Petőfi S. sgt., SzegedH-6722, Hungary Institute of Education, University of Szeged, Hungary MTA-SZTE Research Group on the Development of Competencies, Hungary Export Date: 2 January 2023 Correspondence Address: Soeharto, S.; Doctoral School of Education, 30-34, Petőfi S. sgt., Szeged, Hungary; email: soeharto.soeharto@edu.u-szeged.hu LA - English DB - MTMT ER - TY - JOUR AU - Vo Van, De AU - Csapó, Benő TI - Correction to: Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation (European Journal of Psychology of Education, (2021), 10.1007/s10212-021-00568-8) JF - EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION J2 - EUR J PSYCHOL EDUC VL - 37 PY - 2022 SP - 831 EP - 831 PG - 1 SN - 0256-2928 DO - 10.1007/s10212-021-00579-5 UR - https://m2.mtmt.hu/api/publication/32520493 ID - 32520493 LA - English DB - MTMT ER - TY - JOUR AU - Vo Van, De AU - Csapó, Benő TI - Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation JF - EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION J2 - EUR J PSYCHOL EDUC VL - 37 PY - 2022 IS - 3 SP - 807 EP - 829 PG - 23 SN - 0256-2928 DO - 10.1007/s10212-021-00568-8 UR - https://m2.mtmt.hu/api/publication/32082285 ID - 32082285 N1 - Doctoral School of Education, University of Szeged, 32-34. Petőfi S. sgt, Szeged, H-6722, Hungary VAn Giang University - VNUHCM, 18 Ung Van Khiem, Long Xuyen, An Giang, Viet Nam Institute of Education, University of Szeged, 32-34. Petőfi S. sgt, Szeged, H-6722, Hungary MTA-SZTE Research Group on the Development of Competencies, Szeged, Hungary Export Date: 18 September 2021 Correspondence Address: Van Vo, D.; VAn Giang University - VNUHCM, 18 Ung Van Khiem, Viet Nam; email: vo.de.van@edu.u-szeged.hu Funding Agency and Grant Number: Hungarian government's Stipendium Hungaricum Scholarship; Vietnamese government Funding text: The first author of this article is a recipient of the Hungarian government's Stipendium Hungaricum Scholarship in collaboration with the Vietnamese government. The authors would like to thank two reviewers for their helpful suggestions. AB - The purpose of this study is to explore students' motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of science motivation. The study conducted a cross-sectional assessment in six public schools in Vietnam with a total population of 813 students from the 5th, 7th, 9th, 10th and 11th grades. Students completed instruments in either paper-and-pencil or online administration modes. An adapted science motivation questionnaire comprised five subscales for self-efficacy, active learning strategies, science learning value, achievement goals and learning environment stimulation. An inductive reasoning test consisted of four subtests: figure series completion, figure analogies, number analogies and number series completion. The results of confirmatory factor analyses and Rasch model measurement showed that the instruments were adequate fit models, both the science motivation questionnaire (RMSEA=.054, CFI=.919, SRMR=.055) and inductive reasoning test (RMSEA=.038, CFI=.902, SRMR=.044). We found that students' scores gradually fell grade by grade in science motivation throughout the grade cohorts. Particularly, students' motivation dropped noticeably on the self-efficacy and active learning strategies subscales. No gender difference was found between males and females in science motivation. Although a positive correlation was observed between inductive reasoning and motivation across grade levels, multi-model Bayesian inference suggested that other factors, such as age, science performance and parental involvement, were better predictors of students' science motivation. Furthermore, a path analysis showed that inductive reasoning has an indirect effect on science motivation through a science performance variable. The implications for enhancing science motivation are also discussed. LA - English DB - MTMT ER - TY - CHAP AU - Arifiyanti, Fitria AU - Pásztor, Attila TI - A Meta-Analysis of Representational Competence in Practice For Assisting Science Learning T2 - Research in the teacher education: The next generation: book of abstracts PB - Association for Teacher Education in Europe (ATEE) CY - Brüsszel SN - 9789082506563 PY - 2021 SP - 70 EP - 71 PG - 2 UR - https://m2.mtmt.hu/api/publication/32115276 ID - 32115276 LA - English DB - MTMT ER - TY - CHAP AU - Vo Van, De AU - Csapó, Benő ED - Molnár, Gyöngyvér ED - Tóth, Edit TI - A Comparison between Technology-Based and Paper-Based Assessment on the Scientific Reasoning Test in Control of Variables Strategy in Physics T2 - A neveléstudomány válaszai a jövő kihívásaira. XXI. Országos Neveléstudományi Konferencia. Program, előadás-összefoglalók PB - Szegedi Tudományegyetem Neveléstudományi Intézet CY - Szeged SN - 9789633068335 PY - 2021 SP - 167 EP - 167 PG - 1 UR - https://m2.mtmt.hu/api/publication/32513507 ID - 32513507 LA - English DB - MTMT ER -