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Predicting Chemistry Achievement through Task Value, Goal Orientations, and Self-Efficacy: A Structural Model
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Date
2015-01-01
Author
Kondakçı, Esen
Şenay, Ayşe
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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The purpose of the study was to examine the relationships between task value, goal orientations, and chemistry self-efficacy in predicting 11th grade Turkish students' chemistry achievement. A total of 572 eleventh grade students taking chemistry participated in the study. Data were collected using the Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire, Chemistry Self-Efficacy Scale, and Chemistry Achievement Test. Results of structural equation modeling indicated that task value was a significant positive predictor of mastery-approach goals, performance-approach goals, and mastery-avoidance goals. Mastery-approach goals and performance-approach goals were found to be positive predictors of chemistry self-efficacy for cognitive skills, whereas mastery-avoidance goals negatively predicted chemistry self-efficacy for cognitive skills. Lastly, chemistry self-efficacy for cognitive skills was a significant positive predictor of chemistry achievement. Overall, the findings of the present study extend the existing body of literature on the interplay between task value, goal orientations, and chemistry self-efficacy in predicting chemistry achievement.
Subject Keywords
Chemistry achievement
,
Goal orientation
,
Self-efficacy
,
Structural equation modeling
,
Task value
URI
https://hdl.handle.net/11511/40505
Journal
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
DOI
https://doi.org/10.15516/cje.v17i3.1555
Collections
Department of Mathematics and Science Education, Article