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The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers
Date
2015-07-01
Author
Atasoy, Volkan
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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", "Achievement Goals Questionnaire" and "The Academic Interest Questionnaire". Data was controlled with respect to reliability and validity. The collected data was analyzed by hierarchical regression. Results of this analysis showed that mastery approach goal orientation predicted significantly metacognitive strategy use of preservice science teacher in science course. On the other hand, mastery avoidance, performance approach, performance avoidance goal orientations and personal interest was not founded to predict significantly to metacognitive strategy use.
Subject Keywords
Achievement goal orientations
,
Personal interest
,
Metacognitive strategy
URI
https://hdl.handle.net/11511/63791
Journal
TURKISH JOURNAL OF EDUCATION
Collections
Department of Educational Sciences, Article
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V. Atasoy, “The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers,”
TURKISH JOURNAL OF EDUCATION
, pp. 4–15, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/63791.