Article ID: 41049
The aim of this research is to clarify students' personal characteristics that relate with a tendency to reduce motivation for science learning at junior high school. Received the findings of the previous research, we focused on mental imagery processing characteristics as individual difference variables related to stumbling experiences in science learning. We focused on theories of intelligence as a variable to moderate the impact of stumbling on expectancy beliefs and examined the effect on beliefs. As results, it became clear that students who are not good at spatial imagery processing are apt to have difficulty in science learning, and this tendency was remarkable especially in the physics field. Furthermore, in physics and chemistry fields, its influence was buffered by the theories of intelligence and if they have incremental theory, there was a tendency for the control belief to be relatively maintained even if they were not good at spatial imagery processing. In addition, control belief for biology field was strongly affected by object imagery processing. These results suggest that mental imagery processing required depends on the fields of science learning.
