The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement

Date

2009-09-01

Author

Güngören, Savaş
Sungur, Semra

Metadata

Show full item record

Item Usage Stats

86
views

0
downloads

This paper focused on the relationship between classroom environment perceptions, self-regulation, and science achievement. Classroom environment perceptions were measured in terms of motivating tasks, autonomy support, and mastery evaluation. Self-regulated learning was conceptualized as consisting of two main components, namely, motivation and strategy use. Motivated Strategies for Learning Questionnaire, Approaches to Learning Instrument, and Survey of Classroom Goals Structures were used as data collection instruments. Studying with 900 elementary students, structural equation modelling showed that students’ perception of classroom environment concerning motivating tasks, autonomy support, and mastery evaluation were positively associated with motivational and cognitive components of self-regulation and science achievement. Findings suggested that classroom environments emphasizing motivating tasks, autonomy and the link between personal effort and accomplishments can encourage self-regulation and achievement in science.

Subject Keywords

Motivation, Strategy use, Classroom environment perceptions, Self-regulation, Science achievement

URI

https://ilkogretim-online.org/fulltext/218-1596685396.pdf?1601367382
https://hdl.handle.net/11511/79574
http://ilkogretim-online.org.tr/index.php/io/article/viewFile/1954/1790

Journal

Elementary Education Online

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
The Influence of the Physical Environment on Early Childhood Education Classroom Management Sahin, Ikbal Tuba; Erden, Feyza; Akar, Hanife (2011-06-01) Problem Statement: The physical environment of the classroom has an impact on various components of the teaching and learning processes. Recently, there has been research into the relationship between classroom management and the physical environment in elementary schools. However, the focus of these studies was only on one dimension of the physical environment of the classroom such as the relationship between class size or the physical environment and academic achievement. Therefore, there is a need for re...
Utilization of learning objects in social studies lesson : achievement, attitude and engagement Gürer, Melih Derya; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2013) This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers’ and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic ...
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...
THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ ACADEMIC ENGAGEMENT AND THEIR COMMITMENT TO TEACHING AS A CAREER CHOICE KALATI, SEYED HOSSEIN; Gökalp, Gökçe; Department of Educational Administration and Planning (2021-8) This study investigated the relationship between pre-service teachers’ academic engagement and their commitment to teaching as a career choice. The study was conducted with 225 pre-service teachers (181 females and 42 males) in the faculty of Education at one of the well-established public universities in Ankara, Turkey. University Student Engagement Inventory (USEI) and the Commitment to Career Choices Scale (CCCS) were administered to collect data. Commitment to Career Choices Scale has two independent co...

Citation Formats

S. Güngören and S. Sungur, “The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement,” Elementary Education Online, pp. 883–900, 2009, Accessed: 00, 2021. [Online]. Available: https://ilkogretim-online.org/fulltext/218-1596685396.pdf?1601367382.