The role of motivation and cognitive engagement in science achievement

Date

2016-12-01

Author

Bircan, Hasan
Sungur, Semra

Metadata

Show full item record

Item Usage Stats

237
views

0
downloads

The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Science Achievement Test for 7th Grade (SAT). The MCES is a self-report instrument including the selected items from the Science Learning Inventory (SLI- Part A) and from Turkish Version of Motivated Strategies for Learning Questionnaire (MSLQ) in order to measure students’ motivational beliefs (self-efficacy and task-value) and the level of their cognitive engagement. A total of 861 seventh grade students (398 girls and 456 boys) participated in the study. Multiple Linear Regression Analysis was used to analyze the data. Results revealed that motivational beliefs (i.e. self-efficacy and task value) positively and significantly contributed to the prediction of students’ science achievement and the self-efficacy appeared as the best predictor of the science achievement. Cognitive engagement failed to significantly predict students’ science achievement. Finally, bivariate relations among independent variables (self-efficacy, task-value and cognitive engagement) were examined through simple correlation analyses. The result indicated positive and significant correlations among self-efficacy, task-value and cognitive engagement variables.

Subject Keywords

Expectancy-value theory, Self-efficacy, Task-value, Science achievement

URI

http://www.icaseonline.net/sei/december2016/p3.pdf
https://hdl.handle.net/11511/83868

Journal

Science Education International

Collections

Department of Secondary Science and Mathematics Education, Article

Suggestions

OpenMETU
Core

Role of motivation and cognitive engagement in science achievement Bircan, Hasan; Sungur, Semra; Department of Elementary Science and Mathematics Education (2015) The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Science ...
The Effect of Logical Thinking Ability and Gender on Science Achievements and Attitudes towards Science SADİ, ÖZLEM; Çakıroğlu, Jale (2015-01-01) The aim of this study was to investigate the effect of logical thinking ability and gender on students' science achievements and attitudes towards science. Test of Logical Thinking (TOLT), Attitude towards Science Scale, and Sense Organs Achievement Test were administered to 72 elementary school students to determine their logical thinking abilities, attitudes towards science and achievement, respectively. The two-way Multivariate Analysis of Variance (MANOVA) results revealed no statistically significant m...
The Effect of history of science instruction on elementary students' scientific literacy Cansız, Mustafa; Sungur Vural, Semra; Öztekin, Ceren; Department of Elementary Education (2014) The purpose of this study is to investigate the effectiveness of history of science instruction on elementary students' scientific literacy. Specifically, the effectiveness of history of science instruction over curriculum-oriented instruction was examined in terms of four central components of scientific literacy, which are science process skills, understanding of human circulatory system concepts, attitudes toward science, and nature of science views. A total of 95 sixth-grade students from four classes p...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01) The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs Tucel, Sabahat Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2016) The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Studen...

Citation Formats

H. Bircan and S. Sungur, “The role of motivation and cognitive engagement in science achievement,” Science Education International, pp. 509–529, 2016, Accessed: 00, 2021. [Online]. Available: http://www.icaseonline.net/sei/december2016/p3.pdf.