Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation

In this study, a path model was utilised to model the relationships among motivational beliefs, metacognitive strategy use, and effort regulation in science courses. There were 391 high-school students participating in the study. The Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs, metacognitive strategy use, and effort regulation. Results showed that intrinsic goal orientation, beliefs about value of a task, control of learning beliefs, and self-efficacy for learning and performance were predictors of students' metacognitive strategy use. Effect of motivational beliefs on effort regulation was mediated through metacognitive strategy use. In addition, the path model revealed interrelationships among motivational beliefs. It was concluded that students should have motivation to use metacognitive strategies and engage in a task.


Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement
Kızılgunes, Berna; Öztekin, Ceren; Sungur, Semra (2009-03-01)
The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be...
Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs
Tucel, Sabahat Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2016)
The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Studen...
Exploring the Effects of Science Writing Heuristic Approach on 8th Grade Students Metacognition
Tucel, Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren (2015-09-04)
The purpose of this study was to explore the effects of Science Writing Heuristic (SWH) approach on middle school students' metacognition. For this purpose, a quasi-experimental research design, the non-equivalent control group post-test only design was used with the aim to compare the experimental and the comparison groups mean difference with respect to dependent variables. 60 eight grade students with a mean age of 14 years in two classes selected from one public school in an urban area. One class was ra...
The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement
Güngören, Savaş; Sungur, Semra (2009-09-01)
This paper focused on the relationship between classroom environment perceptions, self-regulation, and science achievement. Classroom environment perceptions were measured in terms of motivating tasks, autonomy support, and mastery evaluation. Self-regulated learning was conceptualized as consisting of two main components, namely, motivation and strategy use. Motivated Strategies for Learning Questionnaire, Approaches to Learning Instrument, and Survey of Classroom Goals Structures were used as data co...
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
S. Sungur, “Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation,” SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 315–326, 2007, Accessed: 00, 2020. [Online]. Available: