Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy

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dc.contributor.authorNacaroglu, Oguzhan
dc.contributor.authorKizkapan, Oktay
dc.contributor.authorDemir, Huseyin
dc.date.accessioned2025-05-04T16:47:31Z
dc.date.available2025-05-04T16:47:31Z
dc.date.issued2025
dc.departmentSivas Cumhuriyet Üniversitesi
dc.description.abstractScience learning motivation refers to the drive and enthusiasm that students exhibit towards learning science. Science learning competencies, on the other hand, are the skills and knowledge enabling students to understand and apply scientific concepts effectively. Digital literacy, defined as the ability to effectively use digital tools and resources, has emerged as a crucial skill in modern education. Digital literacy can bridge the gap between motivation and competencies by providing students with the tools they need to engage more deeply with scientific content. Given its significance, exploring the mediating role of digital literacy in the relationship between science learning motivation and competence is essential. Hence, we aimed to test the mediating role of digital literacy in the relationship between middle school students' science learning motivation and science learning competencies. To test these relations, we adopted the correlation design of the quantitative research method. The sample consisted of 471 middle school students. Science learning motivation scale, competence scale for learning science, and digital literacy scale were used to collect data. The hypothesis model was tested by using covariance-based structural equation modeling (CB-SEM). The results showed that science learning motivation is correlated with students' science learning competency (r = 0.891, p < 0.05) and digital literacy (r = 0.538, p < 0.05). Also, digital literacy partially mediates the relation between science learning motivation and science learning competency (r = 0.757, p < 0.05). These findings highlight the importance of fostering digital literacy in educational settings to enhance students' motivation and competency in science learning. Educators and policymakers should integrate digital tools and resources into the curriculum to create a more engaging and effective learning environment, thereby bridging the gap between students' motivation and their ability to master scientific concepts.
dc.identifier.doi10.1002/pits.23400
dc.identifier.endpage1487
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.issue5
dc.identifier.scopus2-s2.0-105002118114
dc.identifier.scopusqualityQ2
dc.identifier.startpage1475
dc.identifier.urihttps://doi.org/10.1002/pits.23400
dc.identifier.urihttps://hdl.handle.net/20.500.12418/35655
dc.identifier.volume62
dc.identifier.wosWOS:001406509400001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofPsychology in the Schools
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250504
dc.subjectdigital literacy
dc.subjectlearning competencies
dc.subjectmediating role
dc.subjectmotivation
dc.subjectstructural equation modeling
dc.titleMiddle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy
dc.typeArticle

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