Investigating the role of students goal orientations on their understanding of chemical equilibrium concepts

2016-04-17
The purpose of this study was to investigate the contribution of goal orientations to 11th grade students’ understanding in chemical equilibrium concepts. A total of 321 11th grade students (177 females, 138 males, and 6 not mentioned gender) participated in the study. Data were collected using Chemical Equilibrium Concept Test and Achievement Goal Questionnaire. Chemical Equilibrium Concept Test consisted of 18 items in multiple-choice formats. It mainly measured students’ comprehension of dynamic nature of chemical equilibrium, equilibrium constant, and factors affecting chemical equilibrium. Achievement Goal Questionnaire included 18 items in seven-point rating scale. It had six dimensions based on the 3x2 achievement goal model: task-approach, task-avoidance, self-approach, self-avoidance, other-approach and other-avoidance. Results of multiple linear regression analysis showed that task-approach and self-approach goals were positive predictors whereas other-approach goals are negative predictors of students’ understanding in chemical equilibrium concepts

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Citation Formats
E. Sarıcı and E. Kondakçı, “Investigating the role of students goal orientations on their understanding of chemical equilibrium concepts,” presented at the NARST 2016 Annual International Conference , April 14 -17 2016, Baltimore, MD, USA, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/87438.