Students’ motivational traits and preferences for different instructional modes in science education‐Part 2

The main finding to emerge from the investigation described in this paper is that distinct links exist between students’ motivational traits and their preferences for, or dislikes of, different instructional procedures used in science education. These links appear to be particularly pronounced in the case of ‘curious students’, ‘conscientious students’ and ‘sociable students’, but are less obvious for ‘achiever students’. The actual nature of the various links is identified and the educational implications of the findings are discussed.