TY  - JOUR
A1  - Muwonge, Charles Magoba
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Kibedi, Henry
T1  - Determinants of persistence among science teacher-trainees
T2  - ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)
N2  - Grounded in the expectancy-value and hope theories, the present
study was conducted to examine the extent to which self-efficacy,
task value, and academic hope predict persistence among science
teacher-trainees in Uganda. The sample consisted of 278 undergrad-
uate science teacher-trainees selected from a large public university
in northern Uganda. Data were collected using several scales from
the modified Motivated Strategies for Learning Questionnaire,
Academic Hope Scale, and College Persistence Questionnaire and
analyzed using structural equation modeling. Task value and aca-
demic hope significantly predicted students’ persistence. Academic
hope made a greater contribution to students’ persistence compared
to task value. The combined effect of task value and academic hope
did not make any significant contribution to students’ persistence.
The study highlights the need to strengthen students’ hopeful think-
ing and task value in order to increase their chances of completing
their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.
KW  - Academic hope
KW  - persistence
KW  - science teacher-trainees
KW  - self-efficacy
KW  - task value
Y1  - 2017
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/55532
SN  - 1046-560X
SN  - 1573-1847
VL  - 28
SP  - 522
EP  - 548
PB  - Taylor & Francis
CY  - Abingdon
ER  -