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

2011-09-09
Kadıoğlu, Cansel
Uzuntiryaki, Esen
Çapa Aydın, Yeşim
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.
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.