RESULTS review), but there is now a need to expand assessment of these factors by drawing on latest developments in emerging fields of psychology. Indeed, a major project along these lines funded by the Australian Research Council in partnership with The Future Project is in progress. In this project, researchers harness latest developments in technology to explore (a) psycho-physiological (via biometrics) and neuro-psychological (via electroencephalography; EEG) correlates of students’ science motivation, engagement, and achievement. There is growing evidence that psycho-physiology and neuro-psychology can inform and supplement educational practice (e.g., Brookman, 2016) and we seek to examine this in relation to science motivation, engagement, and achievement. Results are presented in Table 1. In terms of correlation between positive motivation and engagement and students’ science enjoyment, self-belief (r = .52, p < .001), valuing (r = .68, p < .001), learning focus (r = .53, p < .001), planning and monitoring (r = .25, p < .01), task management (r = .29, p < .001) and persistence (r = .49, p < .001) were statistically significant; all associated with greater science enjoyment. Of this group of motivation and engagement factors, relatively higher effect sizes were found for self-belief (d = 1.22), valuing (d = 1.86), learning focus (d = 1.25) and persistence (d = 1.12). Regarding the correlation between negative motivation and engagement and students’ science enjoyment, anxiety (r = -.19, p < .05), failure avoidance (r = -.17, p < .05), low control (r = -.28, p < .001), self-sabotage (r = -.26, p < .01) and disengagement (r = -.70, p < .001) were statistically significant; all associated with lower science enjoyment. Of this group of motivation and engagement factors, a relatively higher effect size was found for disengagement (d = 1.96). CONCLUSION Motivation and engagement are vital elements of students’ experience of and achievement at school. The present study demonstrated that science is no exception, with distinct aspects of science motivation and engagement significantly associated with their enjoyment of and performance in science. These findings provide direction for specific motivation and engagement factors that might be targeted in efforts to enhance science outcomes through school and beyond. In terms of the correlation between positive motivation and engagement and students’ science achievement, self-belief (r = .25, p < .01), valuing (r = .21, p < .01) and persistence (r = .14, p < .10) were statistically significant; all associated with greater science achievement. Of this group of motivation and engagement factors, a relatively higher effect size was found for self-belief (d = 0.52). ACKNOWLEDGEMENTS This research was supported in part by the Australian Research Council (Linkage Projects) and The Future Project (and its Consortium of Partners: The King’s School, Aegros Biopharma, Quantal Bioscience, Sangui Bio and Joan Lloyd Consulting). Regarding the correlation between negative motivation and engagement and students’ science achievement, anxiety (r = -.20, p < .05), low control (r = -.26, p < .01) and disengagement (r = -.24, p < .01) were statistically significant; all associated with lower science achievement. Of this group of motivation and engagement factors, relatively higher effect sizes were found for low control (d = 0.54) and disengagement (d = 0.50). ng Le a F o r ni cu DISCUSSION Positive Engagement Positive Motivation Negative Engagement Negative Motivation nc e The present study sought to ascertain the link between students’ motivation and engagement in science and their enjoyment of and achievement in science. Harnessing the factors in the Motivation and Engagement Wheel (Martin, 2007), findings showed that motivation and engagement were significantly associated with students’ enjoyment of and achievement in science. Notably, of the Wheel’s factors it emerged that self-belief in science, valuing of science, learning focus in science and persistence in science were particularly linked to higher levels of enjoyment of science, while disengagement was particularly linked to lower levels of enjoyment in science. In terms of science achievement, self-belief was particularly linked to higher performance, while low control and disengagement were particularly linked to lower levels of science performance. s Av One aspect of our research design important to note is that all our motivation and engagement measures were based on students’ self-report. A great deal of prior research has shown this to be a valid approach to assessment (see Liem and Martin, 2012 for oi da Figure 1. Motivation and Engagement Wheel (reproduced with permission from www.lifelongachievement.com). 22