The interplay between cognitive and motivational variables in a problem-based learning environment

Date

2007-01-01

Author

Araz, Guelsuem
Sungur, Semra

Metadata

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

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Problem-based learning (PBL) is a student centered approach whereby students deal with ill-structured problems while working in small groups. In this study, a path model was utilized to model the relationships among reasoning ability, learning approach, prior knowledge, motivational variables, and achievement in genetics in PBL classes. 126 eighth grade students participated in the study. Results showed that reasoning ability, learning approach, task value, and prior knowledge had direct effects on achievement in genetics. Moreover, reasoning ability and task value were found to have indirect effects which were mediated by learning approach. Interrelationships found among the variables in the path model were discussed considering the characteristics of the PBL environments and suggestions were made for further research. (c) 2007 Elsevier Inc. All rights reserved.

Subject Keywords

Education, Developmental and Educational Psychology, Social Psychology

URI

https://hdl.handle.net/11511/46361

Journal

LEARNING AND INDIVIDUAL DIFFERENCES

DOI

https://doi.org/10.1016/j.lindif.2007.04.003

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

G. Araz and S. Sungur, “The interplay between cognitive and motivational variables in a problem-based learning environment,” LEARNING AND INDIVIDUAL DIFFERENCES, pp. 291–297, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46361.