The synergistic effect of affective factors on student learning outcomes

This study investigates how affective and self‐related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among science‐related interest, enjoyment, self‐efficacy, self‐concept, leisure time engagement, and future...