In the light of the poor academic achievement in science by secondary school students in South Africa, students’ motivation
for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational
factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six
motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both
public and independent schools. The students completed the Student Motivation for Science Learning questionnaire.
Significant differences were identified between different groups and school types. The study is important for identifying the
key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the
significant role played by science teachers in motivating students for science in terms of the learning environments that they
create. This has important implications for future research, aimed at a better understanding of these environments. Such
insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science
achievement in South Africa.

doi: 10.15700/saje.v35n2a1058