Antecedents and Consequences of Middle School Students' Achievement Goals in Science

Date

2012-11-01

Author

Kahraman, Nurcan
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

191
views

0
downloads

This study aimed to investigate the antecedents and consequences of achievement goals by proposing a path model. While self-efficacy, task value, fear of failure, perceived parents' and teachers' achievement goals were investigated as antecedents of achievement goals in science, students' metacognition and coping strategies were examined as consequences of achievement goals in science. A total of 977Turkishmiddle school students participated in the study. According to the results, students' higher levels of task value, perceived parents' mastery goals, and perceived teachers' mastery goals were positively related to mastery approach goals. Additionally, students' higher levels of perceived parents' mastery goals, fear of shame and embarrassment, and fear of devaluing one's self-estimate were positively related to mastery avoidance goals. Concerning performance goals, the model suggests that higher levels of self-efficacy and perceived parents' performance goals were positively related to performance approach goals. Furthermore, students' higher level of task value, perceived parents' performance goals and fear of upsetting important others were positively related to performance avoidance goals. The path model also suggested that students who adopt mastery approach goals tend to use more adaptive coping strategies, and less maladaptive coping strategies. Besides, students who adopt mastery avoidance goals tend to use maladaptive coping strategies when they face an academic failure in science. Moreover, students' performance approach goals are related to both adaptive and maladaptive coping strategies. Lastly students' performance avoidance goals positively associated to metacognition.

Subject Keywords

Science, Coping strategies, Metacognition, Perceived teachers' achievement goals, Perceived parents' achievement goals, Fear of failure, Achievement goals

URI

https://hdl.handle.net/11511/53418

Journal

ASIA-PACIFIC EDUCATION RESEARCHER

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Antecedents and Consequences of Middle School Students' Achievement Goals in Science Kahraman, Nurcan; Sungur, Semra (2013-02-01) This study aimed to investigate the antecedents and consequences of achievement goals by proposing a path model. While self-efficacy, task value, fear of failure, perceived parents', and teachers' achievement goals were investigated as antecedents of achievement goals in science, students' metacognition and coping strategies were examined as consequences of achievement goals in science. A total of 977 Turkish middle school students participated in the study. According to the results, students' higher levels...
Antecedents and consequences of achievement goals Kahraman, Nurcan; Sungur, Semra; Department of Educational Sciences (2011) This study aimed to investigate the antecedents and consequences ofachievement goals. While self efficacy, task value, fear of failure, perceived parents’ and teachers’ achievement goals were investigated as antecedents of achievement goals in science, students’ metacognition and coping strategies were examined as consequences of achievement goals in science. In this investigation, a model of the potential associations among these variables was proposed and tested by using path analysis. 977, 7th grade, ele...
The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers Atasoy, Volkan (2015-07-01) The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are "Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire", "A...
Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement Kızılgunes, Berna; Öztekin, Ceren; Sungur, Semra (2009-03-01) The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be...
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement Ucar, F. Melike; Sungur, Semra (2017-06-01) Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students' science achievement.Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognit...

Citation Formats

N. Kahraman and S. Sungur, “Antecedents and Consequences of Middle School Students’ Achievement Goals in Science,” ASIA-PACIFIC EDUCATION RESEARCHER, pp. 535–551, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53418.