How are high school students epistemological beliefs related to their goal orientations

Date

2011-09-09

Author

Kadıoğlu, Cansel
Uzuntiryaki, Esen
Çapa Aydın, Yeşim

Metadata

Show full item record

Item Usage Stats

153
views

0
downloads

Literature reveals that epistemological beliefs and goal orientations affect students’ strategy use and learning in turn. When students set mastery goals they are expected to use more advance strategies such as elaboration and critical thinking and develop conceptual understandi ng . In order to support meaningful learning, the relationship between epistemological beliefs and goal orientations needed to be defined clearly. This study was conducted to examine the relationship between two sets of variables: epistemological belief (t he belief that learning depends on effort, the belief that learning depends on ability, and the belief that truth can change ) and goal orientation (performance approach, performance avoidance, mastery approach, and mastery avoidance). Epistemological belie fs were assessed with the Epistemological Belief Questionnaire while goal orientations were measured using the Goal Orientation Scale. The data were collected from 950 Turkish high school students participating chemistry classes. Results of canonical corre lation analysis revealed one significant canonical variate pair (R c 2 =. 37 ). The beliefs that learning depends on effort and ability were associated with performance approach and mastery approach goals.

Subject Keywords

Epistemological beliefs, 2 x 2 achieveme nt goal framework, Chemistry, Science education, Canonical correlation analysis

URI

https://hdl.handle.net/11511/87797
https://www.esera.org/conference-proceedings/21-esera-2011/280-strand-2
https://www.dropbox.com/s/zrh03j6txu2w4k8/ebook-esera2011_KADIOGLU_02.pdf?dl=0

Conference Name

European Science Education Research Association (ESERA) Conference, 5 - 09 Eylül 2011

Collections

Department of Educational Sciences, Conference / Seminar

Suggestions

OpenMETU
Core

HOW DO EPISTEMOLOGICAL BELIEFS DIFFER BY GENDER AND SOCIO-ECONOMIC STATUS? Ozkan, Sule; Öztekin, Ceren (2011-01-01) The present study explores the differences in students' epistemological beliefs by gender and socio-economic status (SES). The Epistemological Beliefs Questionnaire (Conley, Pintrich, Vekiri, & Harrison, 2004) was adapted and administered to 1230 seventh grade students. The multivariate analysis of variance (MANOVA) revealed differences in epistemological beliefs among students by gender and SES. While girls had more sophisticated beliefs in justification of knowledge than boys, girls and boys appeared to b...
The contribution of cognitive and metacognitive strategy use to seventh grade students' science achievement Akyol, Gülsüm; Öztekin, Ceren; Department of Educational Sciences (2009) The purposes of the study were to examine the differences in the level of students’ cognitive and metacognitive strategy use and to investigate the contribution of cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) to 7th grade students’ science achievement. This study also interested in exploring the relationships between students’ background characteristics (gender, prior knowledge, socioeconomic status) and the variables i...
Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Kondakçı, Esen; Boz, Yezdan (Springer Science and Business Media LLC, 2010-05-01) This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers r...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
The relationship between environmental literacy and self-efficacy beliefs toward environmental education SARIBAŞ, DENİZ; Teksöz, Gaye; Ertepinar, Hamide (2013-02-08) This study examines the level of preservice elementary teachers' literacy and self-efficacy beliefs and investigates the relationship between their environmental literacy and self-efficacy beliefs. The sample for the study comprises 61 2nd year students in the Elementary Education Department of a private university in Turkey. The results of the study show that the participants did not have sufficient environmental knowledge or self-efficacy beliefs related to environmental education, although their environm...

Citation Formats

C. Kadıoğlu, E. Uzuntiryaki, and Y. Çapa Aydın, “How are high school students epistemological beliefs related to their goal orientations,” presented at the European Science Education Research Association (ESERA) Conference, 5 - 09 Eylül 2011, Lyon, France, 2011, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/87797.