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1.
Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari 《教育心理学》2015,35(7):835-850
The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. 相似文献
2.
Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur 《Learning and individual differences》2009,19(1):71-79
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. 相似文献
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4.
Chiara Meneghetti Rossana De Beni 《European Journal of Psychology of Education - EJPE》2010,25(3):325-343
In the present study, we propose a model describing how motivational beliefs and strategies influence study performance of students at three different school levels: elementary (age 8-10), middle (11-14), and first year high school (15). Participants were administered the AMOS 8-15 instrument (Cornoldi et al. 2005) designed for measuring the influence of motivational beliefs and strategies on recall task performance. Results of multigroup analysis confirmed the relations proposed in our model between motivational beliefs and strategies for all three groups, the largest difference being in how these aspects influenced performance on recall tasks: in elementary and middle school, motivational beliefs have direct influence on performance, whereas in high school they influence performance through strategy use. 相似文献
5.
This study examined elementary school children's beliefs about learning and assessed the influences of such beliefs on their understanding of science texts. Eighty-three children, 46 from Grade 4 and 37 from Grade 6, were administered a questionnaire on children's implicit notions of learning. Children were also asked to read a science text and complete several tasks that assessed their understanding of text information. Results indicated that older children were more likely to hold constructivist views of learning, and they also performed better than younger children on the text-processing tasks. As well, children's views of learning were significantly related to depth of text understanding when age effects were controlled. This study extends current research on epistemological beliefs of university and high school students. Implications of children's beliefs about learning and their roles in knowledge construction are discussed. Copyright 2001 Academic Press. 相似文献
6.
Mustafa Serdar Köksal 《Journal of Science Teacher Education》2011,22(7):661-677
The degree to which pre-service teachers learn biology is related to both motivational factors of self-regulation and factors
regarding epistemological beliefs. At the same time, self-regulation and epistemological beliefs are also associated with
one another. Based on this relationship, the purpose of this study was to investigate the relationship between components
of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The study was conducted
with 411 pre-service elementary and pre-service elementary science teachers by using a predictive research approach. Collected
data was analyzed by the multiple linear regression technique. The results showed that only the belief about “existence of
one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy. Conclusions
and implications of the study will be discussed. 相似文献
7.
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what
types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics
of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth,
seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this
study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer
epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge
of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a
four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses
revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES.
Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed
to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological
beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study.
It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. 相似文献
8.
Kudret Ozkal Ceren Tekkaya Semra Sungur Jale Cakiroglu Erdinc Cakiroglu 《Journal of Science Teacher Education》2011,22(2):115-127
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender.
Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument.
Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number
of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed
views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study
room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated
with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and
not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship
between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance
indicated that boys more likely to have tentative beliefs compared to girls. 相似文献
9.
Savas Pamuk Semra Sungur Ceren Oztekin 《International Journal of Science and Mathematics Education》2017,15(8):1423-1440
This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement. 相似文献
10.
Kudret Ozkal Ceren Tekkaya Semra Sungur Jale Cakiroglu Erdinc Cakiroglu 《Journal of Science Teacher Education》2010,21(7):873-885
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender.
Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument.
Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number
of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed
views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study
room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated
with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and
not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship
between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance
indicated that boys more likely to have tentative beliefs compared to girls. 相似文献
11.
Scott W. Vanderstoep Paul R. Pintrich Angela Fagerlin 《Contemporary educational psychology》1996,21(4):345-362
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines. 相似文献
12.
《Learning and individual differences》2006,16(1):61-77
The objective of the present studies was to evaluate the self-regulatory properties of strong ‘oughts’ as they relate to the academic achievement of elementary school students. Across three studies with typical elementary school students and students with learning problems, results indicated that strong oughts: (a) were associated with avoidance motivation, (b) represented an ‘ill’ motivational orientation that was linked to low achievement, (c) were associated with increases in persistence, and, (d) explained significant amounts of negative affect. It is concluded that strong oughts represent a rather immature form of motivation and should be avoided as a means of motivating elementary school students, due to the collateral increases in negative affect. 相似文献
13.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
14.
Cheng-Lung Wang Pey-Yan Liou 《International Journal of Science and Mathematics Education》2018,16(4):603-618
The purpose of this study was to examine the pattern of the relationships among motivational beliefs and science achievement of 8th grade Taiwanese students, given that the students in Taiwan have high science academic achievement but low motivational beliefs in science learning on a series of international large-scale assessments. Three motivational beliefs in science learning, including self-concept, intrinsic value, and utility value, were conceptualized based on the modern expectancy-value theory. Data are from the Taiwanese proportion of the Trends in International Mathematics and Science Study 2011 dataset. Three groups of students, namely, the total group, the high-achieving group (HAG), and the low-achieving group (LAG), were examined. Results showed that the patterns of the relative predictions of motivational beliefs to science achievement were distinct for each group. In the total group, all the motivational beliefs could positively predict science achievement (R 2?=?20%). On the other hand, self-concept could positively and negatively predict science achievement for the HAG and LAG students, respectively, and intrinsic value could positively predict science achievement for the LAG students. In conclusion, this study, based on the Taiwanese representative sample, contributes to the discussion regarding national variation in students’ motivational beliefs and provides empirical-based evidence of the motivational beliefs in science learning of students of different levels of ability. 相似文献
15.
Research on underachieving gifted students has uncovered a large number of characteristics differentiating gifted underachieving and achieving students. However, less is known about the way in which underachievement develops across schooling. Using a person-centered theoretical framework and key constructs from current motivational theories, we propose that there are multiple developmental trajectories in underachievement that arise from early school experiences. Two primary pathways are proposed: (a) a Maladaptive Competence Beliefs Pathway whereby underachievement results from the development of particular beliefs about giftedness and maladaptive coping behaviors, and (b) a Declining Value Beliefs Pathway in which underachievement develops from declining value beliefs and increasing perceptions of costs associated with academics. Avenues for future empirical research with these pathways are discussed. 相似文献
16.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
17.
Annemarie Roeper 《Roeper Review》2013,35(4):246-247
This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n = 388) demonstrated that few school districts (n = 75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities. 相似文献
18.
We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science. 相似文献
19.
Tim Niclas Höffler Victoria Bonin Ilka Parchmann 《International Journal of Science and Mathematics Education》2017,15(5):817-836
Competitions are discussed as a measure to foster students’ interest, especially for highly gifted and talented students. In the current study, participants of a cognitive school competition in science were compared to non-participants of the same age group (14–15) who either did not participate in any competition or who participated in a non-cognitive sports competition. The study focused on goal orientations and competence beliefs and analyzed outcomes as a foundation for further improvements of enrichment measures and competitions with regard to fostering students’ interest especially in science. The results showed considerable differences (and some unexpected similarities) between groups: Science competition participants were more learning goal oriented, had less performance avoidance goals, and showed less work avoidance than non-participants. Social self-concept was higher but was moderated by GPA. Considerable gender differences were found as well. These findings are discussed with regard to further research and possibilities for improvement of science competitions. 相似文献
20.
Pernilla Nilsson 《International Journal of Science Education》2013,35(11):1794-1814
It is a common view that developing teachers’ competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers’ pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students’ learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students’ learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students’ learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers’ PCK is enhanced through their participation in the learning study, and further, how students’ learning might be developed as a consequence. 相似文献