The Interplay among elementary students’ implicit theories of ability, epistemological beliefs, motivational beliefs, achievement goals, learning strategies, procrastination and science achievement

Download

index.pdf

Date

2016

Author

Bezci, Filiz

Metadata

Show full item record

Item Usage Stats

268
views

121
downloads

The aim of this study was to examine the relationships among seventh grade students’ implicit theories of ability (i.e., incremental theory of ability), epistemological beliefs (i.e., source of knowing, certainty of knowledge, development of knowledge and justification for knowing), motivational beliefs (i.e., self-efficacy and task value), achievement goals (i.e., mastery-approach goal, performance-approach goal, mastery-avoidance goal and performance-avoidance goal), learning strategies (i.e., cognitive learning strategies and metacognitive learning strategies), procrastination and science achievement. For the purpose of the study, a path model was proposed and tested. A total of 4510 seventh grade students participated in the study. Although observed relations showed some variation across dimensions of the variables, path analysis results, in general, indicated that students’ incremental theory of ability, epistemological beliefs and motivational beliefs are directly related with their achievement goals, learning strategies use, procrastination and science achievement. Results also revealed that students’ achievement goals are directly linked to their learning strategy use and procrastination. Additionally, students’ learning strategy use was found to be directly associated with their procrastination and science achievement.

Subject Keywords

Science, Academic achievement., Education, Elementary., Learning, Psychology of., Motivation in education., Educational psychology., Procrastination.

URI

http://etd.lib.metu.edu.tr/upload/12619899/index.pdf
https://hdl.handle.net/11511/25588

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The Relationship of academic procrastination and decision making styles among university students Saya, Gülin; Demir, Ayhan Gürbüz; Department of Educational Sciences (2015) The purpose of the present study is to investigate the relationship between academic procrastination and decision making styles and questioning whether decision making styles predict academic procrastination. Sample of the study was 482 (271 female, 211 male) undergraduate students from Middle East Technical University, Turkey. Turkish versions of Procrastination Assessment Scale for Students (Uzun Özer, 2005), General Decision Making Style Inventory (Taşdelen, 2002) and demographic form were administered t...
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 relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator Çapa Aydın, Yeşim; Kondakçı, Esen (Wiley, 2018-12-01) Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self-efficacy for cognitive skills, which can be defined as students' beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self-Efficacy Scale and Sources of Se...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics FADLELMULA, Fatma Kayan; Çakıroğlu, Erdinç; Sungur, Semra (Springer Science and Business Media LLC, 2015-12-01) This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and ...

Citation Formats

F. Bezci, “The Interplay among elementary students’ implicit theories of ability, epistemological beliefs, motivational beliefs, achievement goals, learning strategies, procrastination and science achievement,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.