The effect of grade level on elementary school students' motivational beliefs in science

Download

index.pdf

Date

2009

Author

Güngören, Savaş

Metadata

Show full item record

Item Usage Stats

528
views

402
downloads

The aim of this study was twofold: first, to investigate the effect of grade level on students’ motivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students’ motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students’ motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders’ motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.

Subject Keywords

Engineering.

URI

http://etd.lib.metu.edu.tr/upload/12610449/index.pdf
https://hdl.handle.net/11511/18496

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

The effect of grade level on elementary school students' motivational beliefs in science Güngören, Savaş; Sungur, Semra (2009-01-01) The aim of this study was twofold: first, to investigate the effect of grade level on students’ motivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students’ motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data...
The Contribution of Motivational Beliefs to Students' Metacognitive Strategy Use Kahraman, Nurcan; Sungur, Semra (2011-04-01) This study aimed at investigating how well elementary students' self-efficacy and achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) predict their metacognitive strategy use in science. For the specified purpose, Achievement Goal Questionnaire and Motivated Strategies for Learning Questionnaire were administered to 115 elementary school students. Results showed that the elementary students who feel self-efficacious in science and study for the reas...
The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments Alkış, Nurcan; Taşkaya Temizel, Tuğba (2018-07-01) This study investigates the impact of students' motivation and personality traits on their academic performance in online and blended learning environments. It was conducted with students attending a mandatory introductory information technology course given in a university in Turkey. The Big Five Inventory and Motivated Strategies for Learning Questionnaire were completed by a total of 316 students. A learning management system (LMS) was used for online collaboration and accessing course materials. At the ...
The roles of motivational beliefs and learning styles on tenth grade students' biology achievement Özkan, Şule; Öztekin, Ceren; Geban, Ömer; Department of Secondary Science and Mathematics Education (2003) This study aimed to explore the roles of students̕ motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students̕ biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative school...
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics Erbaş, Ayhan Kürşat (Informa UK Limited, 2015-10-02) The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and c...

Citation Formats

S. Güngören, “The effect of grade level on elementary school students’ motivational beliefs in science,” M.S. - Master of Science, Middle East Technical University, 2009.