Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

Date

2013-11-01

Author

KINGIR, SEVGİ
TAŞ, Yasemin
GÖK, Gulsum
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

177
views

0
downloads

BackgroundThere are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance.PurposeThis study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement.SampleThe sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey.Design and methodsStudents were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined.ResultsAt least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant.ConclusionsIn a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

Subject Keywords

Constructivist learning environment, Motivational beliefs, Middle school students, Science achievement, Self-regulation

URI

https://hdl.handle.net/11511/46804

Journal

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/02635143.2013.825594

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Investigating the relationship between chemistry achievement and self-regulatory learning strategies among high school students Urlu, Hülya Gizem; Boz, Yezdan; Department of Science Education (2022-6-01) The purpose of this study is to investigate the relationship between chemistry achievement and self-regulatory learning strategies which are classified as motivational beliefs ( intrinsic goal orientation, extrinsic goal orientation, task value, control of learning, self-efficacy, and test anxiety) and learning strategies use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, regulation of effort, time and study environment, help-seeking and peer learning) among high sc...
Predicting academic achievement with cognitive and motivational variables Yumuşak, Necmettin; Sungur, Semra; Department of Secondary Science and Mathematics Education (2006) This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students’ achievement in biology. In this study Turkish version of the Motiva...
Investigating middle school students’ achievement and strategies in proportional reasoning problems Yılmaz, Gamze Öze; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aims of the study are to specify the academic achievement of the fifth, sixth, seventh and eighth grade students in proportional reasoning problems, to determine how the academic achievement of these students change according to problem types, to examine their solution strategies in these problems, and to reveal how these strategies diversify from fifth to eighth grade. To collect data in order to achieve these aims, a proportional reasoning test were prepared. The study was designed as a mixed study. I...
Investigation of self-regulated learning and motivational beliefs in mathematics achievement Ergöz, Gülnur; Bulut, Safure; Department of Secondary Science and Mathematics Education (2008) The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private scho...
The role of perceived classroom goal structures, self-efficacy, and the student engagement in seventh grade students' science achievement Hıdıroğlu, Fatma Melike; Sungur, Semra; Department of Elementary Science and Mathematics Education (2014) The aim of this study was to explore how students’ perceptions of classroom goal structures in terms of motivating tasks, autonomy support, and mastery evaluation; their engagement (i.e. behavioral, emotional, cognitive and agentic engagement), and self-efficacy in science are related to their science achievement. For this purpose, a path model was proposed and tested. In the model, it was hypothesized that perceptions of classroom goal structures are related to all aspect of student engagement and self-eff...

Citation Formats

S. KINGIR, Y. TAŞ, G. GÖK, and S. Sungur, “Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement,” RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, pp. 205–226, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46804.