Investigating the relationship between chemistry achievement and self-regulatory learning strategies among high school students

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2022-6-01

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Urlu, Hülya Gizem

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The purpose of this study is to investigate the relationship between chemistry achievement and self-regulatory learning strategies which are classified as motivational beliefs ( intrinsic goal orientation, extrinsic goal orientation, task value, control of learning, self-efficacy, and test anxiety) and learning strategies use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, regulation of effort, time and study environment, help-seeking and peer learning) among high school students. In the study, Motivated Strategies for Learning Questionnaire, which is developed by Pintrich, Smith, Garcia, and McKeachie (1991,) and a Chemistry Achievement Test were used as instruments. The study was conducted in Ankara with 16 twelfth-grade high school students enrolled in mathematics and science groups in the spring 2021-2022 semester. Collected data were analyzed by multiple regression analysis. Results of the statistical analysis revealed that task value had a significant relation with chemistry achievement (p < .05) while intrinsic goal orientation, extrinsic goal orientation, control of learning, and self-efficacy did not have significance (p > .05). Rehearsal strategy use, time and study environment, and chemistry achievement had significant relation (p < .05). On the other hand, elaboration, organization, metacognitive self-regulation, help-seeking, and peer learning did not have a significant relationship with chemistry achievement.

Subject Keywords

Chemistry achievement, Self-regulation, Self-regulatory learning strategies, Motivational beliefs

URI

https://hdl.handle.net/11511/97941

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

H. G. Urlu, “Investigating the relationship between chemistry achievement and self-regulatory learning strategies among high school students,” M.S. - Master of Science, Middle East Technical University, 2022.