The contribution of gender, socio-economic status and socio-cultural influence to Turkish students' task value beliefs in science

Date

2014-05-01

Author

Kahraman, Nurcan
Sungur, Semra

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

114
views

0
downloads

This study aimed to investigate how well gender, socio-economic status of family, and socio-cultural influences (perceived parents' achievement goals, and perceived teachers' achievement goals) predict middle school students' task value beliefs in science. Background Characteristics Survey, Motivated Strategies for Learning Questionnaire, Perceived Parent Goal Emphases Scale and Perceived Teacher Goal Emphases Scale were administered to 977 middle school students in Turkey which may be viewed as a country possessing characteristics of both individualist and collectivist cultures. Consistent with the findings in individualistic cultures, results showed that middle school students who think that learning new things, improving skills in science are emphasized by their parents and science teachers tend to perceive science tasks as useful, interesting or enjoyable. © Manchester University Press.

URI

https://hdl.handle.net/11511/92322

Journal

Research in Education

DOI

https://doi.org/10.7227/rie.91.1.4

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers Atasoy, Volkan (2015-07-01) The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are "Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire", "A...
The Relationship between distributed leadership, enabling school structure, teacher collaboration, academic optimism and student achievement: a school effectiveness model Oldaç, Yusuf İkbal; Kondakçı, Yaşar; Department of Educational Sciences (2016) The purpose of this study was to test a school effectiveness model investigating the relationship between student achievement and a set of school-level variables including distributed leadership, enabling school structure, teacher collaboration, and academic optimism. The data for this study were collected from schools located in 3 districts of Adana, Turkey. The sample consisted of 23053 students and 426 teachers from randomly selected 40 public schools. For the purposes of this study, Hierarchical Linear ...
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 attitudes of preschool teachers toward parent involvement Kaya, Rukiye; Erden, Feyza; Department of Early Childhood Education (2007) Recent studies show that parent involvement in schools increases students’ academic achievements, and it has many benefits for parents, teachers, children, schools and the community as a whole. Teachers are one of the most important components of parent involvement and their attitudes toward parent involvement are significant. Unfortunately, all around the world, and especially in Turkey, there are not enough studies measuring various aspects of preschool teachers’ attitudes toward parent involvement. This ...
The Relationships among academic self-efficacy, academic optimism, family income and academic achievement Şenay, Hanife Hilal; Kondakçı, Yaşar; Department of Educational Sciences (2018) The purpose of this thesis was to investigate the relationships among students’ academic self-efficacy, academic optimism, family income and academic achievement. The hypothesis of the study was that all the variables might be directly correlated with student achievement. For the data collection, firstly Academic Self-Efficacy and Student Academic Optimism scales were translated into Turkish. Later, a form including questions regarding demographic information, family income, socioeconomic status and cGPA of...

Citation Formats

N. Kahraman and S. Sungur, “The contribution of gender, socio-economic status and socio-cultural influence to Turkish students’ task value beliefs in science,” Research in Education, vol. 91, no. 1, pp. 30–44, 2014, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/92322.