Science learning motivation and teacher-student relationships in early childhood education: Evidence from Thailand and Japan

Abstract

This study investigates the influence of teacher-student relationships on young children’s motivation to learn science in diverse cultural contexts. Specifically, it examines three key motivational indicators: science self-concept, science liking, and ease of learning science among preschool and early primary school students in Japan and Thailand. The total number of participants was 169 children (ages 4-8), including 108 from Japan and 61 from Thailand. Data was collected using questionnaires and analyzed with hierarchical multiple regression and multivariate analysis of variance (MANOVA). The study focused on how three dimensions of teacher-student relationships (closeness, negative expectations, and conflict) affect the science motivation of children. The results showed that closeness with teachers was the strongest predictor of all three indicators. However, student conflict and negative expectations were significantly associated with lower motivation levels. Japanese students have significantly higher scores on all motivational outcomes than Thai students. This suggests that cultural and educational contexts may influence early motivation for science learning. The findings also highlighted the importance of fostering emotional support and trust in teacher-student relationships for early science education across different cultures. Promoting positive relationships from the preschool level may enhance long-term interest in science among young children and confidence in their learning, regardless of cultural background.