Predicting Chemistry Achievement through Task Value, Goal Orientations, and Self-Efficacy: A Structural Model

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

Collections

Department of Mathematics and Science Education, Article