Students' perception of science instruction as interesting is positively associated with their emotional engagement in science¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In a two-level multilevel model, each unit increase in perceived interesting science instruction is associated with a 0.32 increase in emotional engagement (b = 0.32, CI [0.25, 0.38], p < 0.001). → Xin Xia 2026
Evidence¶
Xin Xia 2026¶
Xin Xia, Robert Tai. (2026). Exploring the association of student perceptions of science instruction and emotional engagement: The variance between grade level. Instructional Science. https://doi.org/10.1007/s11251-026-09800-8
q2 · i? · associational · r2
Two-level organizational multilevel model (Model 3) of 6,465 students nested in 25 schools, controlling for grade, sex, race/ethnicity, and understandable-science perception. The article reports "b = 0.32, CI = [0.25, 0.38], p-value < 0.001" for the interesting-science slope.
"For each unit increase in the perception of interesting science teaching, there's an associated 0.32 increase in the emotional engagement score statistically significantly, holding all other variables constant ( b = 0.32, CI = [0.25, 0.38], p-value < 0.001)."
Discussion¶
Learner Variables¶
- Interest — predictor: learners who differ on it differ in outcomes
- Motivation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The association between perceiving science as interesting and emotional engagement is stronger in grades 4, 6, 7, 8, and 12 than in grade 3, with the steepest increase in the grade-6 transition year — a narrower finding that bears on this claim
- Students' perception of science instruction as clear and understandable is positively associated with their emotional engagement in science — related
- Emotional engagement is moderately correlated with perceptions of interesting (r = 0.55) and understandable (r = 0.48) science instruction, and the two perceptions correlate at r = 0.65 — related
- No statistically significant differences between grade levels in the association between perceiving science as understandable and emotional engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interesting-science-instruction-associated-emotional-engagement |
title |
Students' perception of science instruction as interesting is positively associated with their emotional engagement in science |
description |
Students' perception of science instruction as interesting is positively associated with their emotional engagement in science |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xin-xia-2026 |
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