The correlation of student’s motivation and self-concept: A case study in science learning
Abstract
Although the relationship between student motivation, self-perception, and achievement in science education is well established, there is still a lack of focused studies on these aspects at the lower secondary level, particularly in private school settings where student demographics and learning environments may pose unique challenges. The purpose of this study is to: (1) assess lower secondary students' motivation and self-concept in scientific learning; and (2), using correlational analysis and qualitative feedback, determine ways to improve these aspects. Using a quantitative descriptive survey design, this study assessed 60 grade 7-9 students from a private lower secondary school. The Students’ Motivation Toward Science Learning (SMTSL) and adapted Chemistry Self-Concept Inventory (CSCI) measured motivation and self-concept, respectively. Data analysis included mean scores for both variables and Spearman’s rank correlation (accounting for Liker-scale ordinality and non-normal distributions). A moderate-high level of motivation (Active learning strategies [ALS]=4.0-4.1 highest, Performance Goal [PG]=2.8-3.1 lowest) and self-concept (Positive Perception of Science Self Concept [PSSC]=3.8-3.9 highest, Mathematic Self-Concept [MSC]=2.9-3.2 lowest) with moderate positive correlation (r = 0.572, p < 0.001) underscores that self-concept and motivation are interrelated, suggests interventions should simultaneously promote active learning (to enhance ALS) while addressing mathematical confidence (to improve MSC). These findings suggest that teachers can boost engagement through active learning and confidence-building strategies, while school and policymakers should design targete interventions to support students with low scientific confidence and high performance pressure.
References
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Iyengar, R. G., Gouri, G. P., Kumar, M., & Yanjana. (2021). Academic self-concept and academic achievement of Indian CBSE school students. National Journal of Community Medicine, 12(12), 405–410. https://doi.org/10.5455/njcm.20211127044355
Graichen, M., Mikelskis-Seifert, S., Hinderer, L., Scharenberg, K., & Rollett, W. (2024). Unveiling Potential: Fostering Students’ Self-Concepts in Science Education by Designing Inclusive Educational Settings. Education Sciences, 14(6), 632. https://doi.org/10.3390/educsci14060632
Hajriah, R. (2020). A Study of the Correlation Between Achievement Motivation, Self-Concept, Socioeconomic Status and English Learning Achievement of The Second Year Students of SMP Negeri 3 Bulukumba. IJoEEL, 2(2), 42–51.
Han, F., Juklová, K., Mikoška, P., & Novák, L. (2023). The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1001187
Herianto, & Wilujeng, I. (2021). Increasing the attention, relevance, confidence and satisfaction (Arcs) of students through interactive science learning multimedia. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2383
Hermanto, H., & Harliana, H. (2024). Spearman’s Rank Correlation Analysis Method to Identify Changes in The GPA of Graduates from The 5th Batch of The Teaching Campus Program at Universitas Bakti Indonesia. TRANSPUBLIKA INTERNATIONAL RESEARCH IN EXACT SCIENCES, 3(3), 18–27. https://doi.org/10.55047/tires.v3i3.1344
Holmes, A. G. D. (2023). The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide. Innovare Journal of Education, 1–5. https://doi.org/10.22159/ijoe.2023v11i3.47599
Indra, M., Munadi, S., & Widari, T. (2023). The Correlation of Motivation and Habit with Learning Outcomes in New Normal Era. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 8(1), 51–70. https://doi.org/10.25217/ji.v5i1.2749
Jatisunda, M. G., Suryadi, D., Prabawanto, S., & Umbara, U. (2024). Pre-service mathematics teacher conducting prospective analysis: A case study on practice didactical design research. Infinity Journal, 14(1), 21–44. https://doi.org/10.22460/infinity.v14i1.p21-44
Jatmiko, A., Asyhari, A., Irwandani, I., & Soeharto, S. (2023). The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction. Jurnal Pendidikan IPA Indonesia, 12(4), 551–561. https://doi.org/10.15294/jpii.v12i4.48287
Julius, E. (2022). The Relationship Between Self-Concept and Problem-Solving Skills on Students’ Attitude Towards Solving Algebraic Problems. Contemporary Mathematics and Science Education, 3(2), ep22020. https://doi.org/10.30935/conmaths/12509
Korkmaz, Ö., Çakır, R., & Erdoğmuş, F. U. (2020). Secondary school students’ basic stem skill levels according to their self-perceptions: A scale adaptation. Participatory Educational Research, 8(1), 423–437. https://doi.org/10.17275/per.21.25.8.1
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Mafarja, N., Zulnaidi, H., & Mohd. Fadzil, H. (2022). Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability. Eurasia Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/EJMSTE/11506
Mahayani, N. P. L., Astawa, I. W. P., & Suharta, I. G. P. (2021). Self-regulated Learning Model Affects Students’ Mathematical Conceptual Understanding and Self-confidence in terms of Cognitive Styles. Journal of Educational Research and Evaluation, 5, 1–8. https://ejournal.undiksha.ac.id/index.php/JERE
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Martinez, M. E., & Gomez, V. (2025). Active Learning Strategies: A Mini Review of Evidence-Based Approaches. Acta Pedagogia Asiana, 4(1), 43–54. https://doi.org/10.53623/apga.v4i1.555
Narangoda, N. W. L., Chandrasena, W. D., & Madawala, H. M. S. P. (2021). Relations of Secondary Students’ Intrinsic Motivation and Aspirations with Their Self-Concept in Science. International Journal of Research -GRANTHAALAYAH, 9(10), 53–67. https://doi.org/10.29121/granthaalayah.v9.i10.2021.4318
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Authors
Kurniawan, L. A., Rahmat, A., Winarno, N., & Prima, E. C. (2025). The correlation of student’s motivation and self-concept: A case study in science learning. Journal of Environment and Sustainability Education, 3(2), 189–203. https://doi.org/10.62672/joease.v3i2.75
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