Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science

Download

index.pdf

Date

2009-05-01

Author

Senler, Burcu
Sungur, Semra

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

201
views

0
downloads

The aim of this study was twofold: firstly, to investigate the grade level (elementary and middle school) and gender effect on students' motivation in science (perceived academic science self-concept and task value) and perceived family involvement, and secondly to examine the relationship among family environment variables (fathers' educational level, mothers' educational level, and perceived family involvement), motivation, gender and science achievement in elementary and middle schools. Multivariate Analysis of Variance (MANOVA) showed that elementary school students have more positive science self-concept and task value beliefs compared to middle school students. Moreover, elementary school students appeared to perceive more family involvement in their schooling. Path analyses also suggested that family involvement was directly linked to elementary school students' task value and achievement. Also, in elementary school level, significant relationships were found among father educational level, science self-concept, task value and science achievement. On the other hand, in middle school level, family involvement, father educational level, and mother educational level were positively related to students' task value which is directly linked to students' science achievement. Moreover, mother educational level contributed to science achievement through its effect on self-concept.

Subject Keywords

Linguistics and Language, General Psychology, Language and Linguistics

URI

https://hdl.handle.net/11511/41497

Journal

SPANISH JOURNAL OF PSYCHOLOGY

DOI

https://doi.org/10.1017/s1138741600001529

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Pre-Service Science Teachers' Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation Senler, Burcu; Sungur, Semra (Cambridge University Press (CUP), 2013-01-01) The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personalit...
Perceived roles, resposibilities and challenges of CT's in the procedure of teaching practice course in practicum Sağlam, Gülderen; Yemenici, Ayşegül; Department of English Language Teaching (2007) This research study aims to investigate how cooperating teachers (CTs) in Partnership Schools working with pre-service teachers (PTs) from Universities in Ankara and Bursa reflect on challenges they face according to their own perceived roles and responsibilities in the process of implementing their complicated and demanding work to contribute to pre-service teacher training in schools. The present study specifically focuses on cooperating teachers’ perceived challenges in relation to the feedback process a...
Academic achievement and peer relationship of children in care: the moderator role of temperament and social support Erel Gözağaç, Sema; Kazak Berument, Sibel; Department of Psychology (2018) The present study aimed to investigate whether children in care differ from home- reared children in academic achievement and peer relationships and to examine the factors underlying individual differences in these developmental outcomes. Perceived social support and negative affect were taken as moderators. The present study included 365 children; 142 of them were from residential care settings, and 223 of them were selected from the classrooms that these youngsters were attending. Child- Adolescent Social...
Auditory-visual speech perception in three- and four-year-olds and its relationship to perceptual attunement and receptive vocabulary Erdener, Dogu; Burnham, Denis (Cambridge University Press (CUP), 2018-03-01) Despite the body of research on auditory-visual speech perception in infants and schoolchildren, development in the early childhood period remains relatively uncharted. In this study, English-speaking children between three and four years of age were investigated for: (i) the development of visual speech perception - lip-reading and visual influence in auditory-visual integration; (ii) the development of auditory speech perception and native language perceptual attunement; and (iii) the relationship between...
Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019) The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...

Citation Formats

B. Senler and S. Sungur, “Parental Influences on Students’ Self-Concept, Task Value Beliefs, and Achievement in Science,” SPANISH JOURNAL OF PSYCHOLOGY, pp. 106–117, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41497.