Show/Hide Menu
Hide/Show Apps
anonymousUser
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Frequently Asked Questions
Frequently Asked Questions
Communities & Collections
Communities & Collections
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
21
views
11
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