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Turkish high school students biology achievement in relation to academic self regulation
Date
2007-01-01
Author
Yumuşak, Necmettin
Sungur, Semra
Çakıroğlu, Jale
Metadata
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) and a Biology Achievement Test developed by the researchers. Results of multiple linear regression analyses showed that extrinsic goal orientation, task value, rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning contributed significantly to the prediction of achievement scores.
Subject Keywords
Education
URI
https://hdl.handle.net/11511/41130
Journal
Educational Research and Evaluation
DOI
https://doi.org/10.1080/13803610600853749
Collections
Department of Mathematics and Science Education, Article