Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway.
Research Center for Education and Mindset, University of Iceland, 102 Reykjavík, Iceland.
Int J Environ Res Public Health. 2023 Jan 24;20(3):2116. doi: 10.3390/ijerph20032116.
Motivational aspects in reading, math, science and physical education are often studied on whole samples and not grouped into different classes. In our study we wish to investigate cross-sectional data across classes. Our research question wishes to investigate what class differences are there in school subject-based well-being and perceived competence? A total of 378 Icelandic pupils in classes 1-9 did answer a survey with nine items, focusing on how are you feeling at school, how do you like and how are you doing in reading, math, science and physical education. There were 163 girls (43%), and 202 boys (53%) ranging from 6 to 15 years of age ( = 10.86, = 2.57). The findings, for the whole sample, indicate that girls tend to like reading more than boys do. Additionally, girls feel that they are better in science compared to boys, while boys like physical education more than girls. In terms of classes, multiple items, including reading, math and science, indicated class differences, where higher classes (i.e., eighth and ninth class) tend to have lower average scores in how much they liked a certain topic, and how competent they felt. It is also of great interest that the correlation between 'how do you like' and 'how are you doing' are 0.53, 0.71, 0.66 and 0.66 for reading, math, science and physical activity, respectively. Well-being and perceived competence in all subjects correlate with each other, and well-being at school. This shows the importance of seeing the school as a holistic system, where experiences related to individual subjects coincide with the overall experience (and vice versa). The results are discussed in relation to self-perception, motivation and practice.
阅读、数学、科学和体育教育中的激励因素通常在整个样本中进行研究，而不是分为不同的班级。在我们的研究中，我们希望调查跨班级的横断面数据。我们的研究问题是调查在以学科为基础的幸福感和感知能力方面，班级之间存在哪些差异？共有 378 名冰岛 1-9 年级的学生回答了一份包含九个项目的调查，重点是你在学校的感觉如何，你对阅读、数学、科学和体育教育的喜好程度以及表现如何。其中女生 163 人（43%），男生 202 人（53%），年龄在 6 至 15 岁之间（=10.86，=2.57）。调查结果显示，对于整个样本来说，女生比男生更喜欢阅读。此外，女生认为自己在科学方面比男生好，而男生比女生更喜欢体育教育。在班级方面，包括阅读、数学和科学在内的多个项目都表明存在班级差异，即较高年级（即八年级和九年级）在他们对某个主题的喜爱程度以及对自己能力的感受方面，平均分较低。有趣的是，“你喜欢什么”和“你感觉如何”之间的相关性分别为 0.53、0.71、0.66 和 0.66，适用于阅读、数学、科学和体育活动。所有学科的幸福感和感知能力都相互关联，也与学校的幸福感相关联。这表明，将学校视为一个整体系统非常重要，因为与各个学科相关的经验与整体经验相吻合（反之亦然）。该结果与自我认知、动机和实践相关联进行了讨论。
