Multilevel analysis of students science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teachers characteristics

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2014
Pamuk, Savaş
This study aimed to examine student science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teacher characteristics. Data were collected using a battery of instruments administered to both 137 science teachers and their 3281 seventh grade students in Ankara, Turkey. Several Hierarchical Linear Modeling analyses were conducted to analyze the two level-data which were student-level that were self-regulation (i.e., self-efficacy, achievement goal orientations, task value, and metacognitive self-regulation), epistemological beliefs, and constructivist learning environment perceptions students’ achievement; and teacher-level that were self-efficacy, achievement goal orientations, epistemological beliefs, student-centered beliefs and practices, and individual citizenship behaviors. Findings indicated that students’ constructivist learning environment perceptions were significant predictors of their epistemological beliefs, self-regulation, and science achievement. Students with sophisticated epistemological beliefs tend to be more self-regulated and successful in science. Also, performance avoidance goals were negatively related to science achievement. Self-regulation variables mediated the relationship of epistemological beliefs variable with science achievement. Students of teachers with sophisticated beliefs tend to perceive their science classes as constructivist learning environment at higher levels. Moreover, students taught by teachers who were self-efficacious for Instructional Strategies and with Ability Approach goals feel free in their classroom respectively to have a shared role and to practice the construction of scientific knowledge. High level of teachers’ Efficacy for Student Engagement was negatively related with students’ naïve epistemological beliefs. Moreover, teachers’ naïve beliefs were positively associated with students’ sophisticated beliefs. And lastly, teachers’ self-efficacy in classroom management was negatively related with students’ self-efficacy.

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Citation Formats
S. Pamuk, “Multilevel analysis of students science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teachers characteristics,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.