Brain type- a cross cultural constant of motivation to learn science?

Zeyer, Albert (author), Çetin-Dindar, Ayla (author), Nurulazam Md Zain, Ahmad (author), Juriševič, Mojca (author), Devetak, Iztok (author), Odermatt, Freia (author)

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science (Baron-Cohen, Knickmeyer, & Belmonte, 2005) suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. Boys are, on average, more motivated to learn science, not because they are boys but because boys tend to be systemizers, and vice versa for girls.Previous research on Swiss students (Zeyer & Wolf, 2010; Zeyer, Bölsterli, Brovelli & Odermatt, in press) has shown full mediation between sex and motivation to learn science, measured by the Science Motivation Quotient SMQ (Glynn & Koballa, 2007). The present study was conducted in order to confirm this relation in a cross-cultural study. It involved four countries (Malaysia, Slovenia, Switzerland, and Turkey) and 1100 students in upper secondary level. The study used structural equation modelling in order to test the hypothesised relationship. The results confirm the full mediation of systemizing between sex and motivation to learn science. The results are stable and the model fit is excellent. Systemizing explains 27% of the motivation to learn science. The indirect impact of sex on motivation is significant but low. The results are invariant across all four cultures. It is therefore concluded that students’ brain type, seen as a basic cognitive personal trait, is more important as a predicator for motivation to learn science than sex. It should be taken into account both in science teaching and research of science education.

• Language: Unknown
• Keywords: brain type
• Work type: Not categorized
• Organization: PEF - Faculty of Education
• Year: 2012
• Number of pages: 89-89
• PID: 20.500.12556/RUL-68746
• Publication date in RUL: 10.07.2015