INVESTIGATING ELEMENTARY STUDENTS' LEARNING APPROACHES, MOTIVATIONAL GOALS, AND ACHIEVEMENT IN SCIENCE
Küçük Resim Yok
Tarih
2009
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
HACETTEPE UNIV
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study examined the relationships among students' learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students' learning approaches, motivational goals, and their science achievement for the concepts related to atomic theory. The sample constituted 416 seventh grade elementary students. A Science Achievement Test (specifically designed for atomic theory), A Learning Approach Questionnaire, and An Achievement Motivation Questionnaire were administered to the students. Results of the correlation analyses revealed positive relationships among meaningful learning, performance orientation, and self efficacy. Students' previous science grades were positively correlated with achievement, meaningful learning, and self-efficacy and negatively correlated with rote learning and performance orientations. ANOVA results revealed that participants' parents' education level had significant effect on their achievement and meaningful learning, rote learning, and approach performance orientations.
Açıklama
Anahtar Kelimeler
elementary students, learning approaches, motivational goals, science achievement
Kaynak
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
Sayı
37
