RT Journal Article T1 Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers A1 Membiela Iglesia, Pedro A1 Vidal López, Manuel A1 Fragueiro Barreiro, María Sandra A1 Lorenzo Rial, María Asunción A1 García Rodeja, Isabel A1 Aznar Cuadrado, Virginia A1 Bugallo Rodríguez, Ánxela A1 González Fernández, Antonio K1 6106.08 Motivación AB Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self-efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self-report questionnaire completed by 871 preservice elementary teachers and analyzed using the structural equation model (SEM) methodology. The first step determined the adequacy of the measurement model and, in the second step, SEM showed that the variables associated with motivation for science learning significantly predicted the variance of boredom and enjoyment as 27% and 52%, respectively. The variables associated with motivation for science learning and emotions explained 67% of the variance in science learning engagement. Relevance to personal goals and self-efficacy in science learning predicted the emotional variables. Emotional variables mediated the impact of motivational variables in science-learning engagement. The fundamental role of emotions in motivation and science-learning engagement in preservice elementary teachers is observed. PB Science Education SN 00368326 YR 2022 FD 2022-01 LK http://hdl.handle.net/11093/3529 UL http://hdl.handle.net/11093/3529 LA eng NO Science Education, 106(1): 119-141 (2022) NO Funding for open access charge: Universidade de Vigo/CISUG DS Investigo RD 08-feb-2025