ScholarWorks@숙명여자대학교

초록

This study examined the relationship between performance and motivation in science inquiry learning by expanding previous research contexts in two ways: using direct multifaceted performance measures and shifting the focus away from a linear relationship. A total of 350 elementary students’ scientific inquiry reports were scored by two raters. Students’ motivation, including self-efficacy, interest, and utility, was measured using self-reported Likert scales. Latent profile analyses identified four distinct groups of students: (1) Low Performers with Moderate Motivation, (2) Average Performers with High Motivation, (3) High Performers with High Motivation, and (4) Top Performers with Relatively Less Interest. These profiles revealed instances in which performance and motivation did not perfectly align; highly motivated students displayed varying performance levels, whereas top performers exhibited relatively lower levels of interest. These findings underscore the varying roles of motivation across different performance levels and the need for tailored interventions for unique student profiles.

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