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

Download
2022-6-01
Urlu, Hülya Gizem
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.

Suggestions

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement
KINGIR, SEVGİ; TAŞ, Yasemin; GÖK, Gulsum; Sungur, Semra (2013-11-01)
BackgroundThere are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance.PurposeThis study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), sel...
Predicting academic achievement with cognitive and motivational variables
Yumuşak, Necmettin; Sungur, Semra; Department of Secondary Science and Mathematics Education (2006)
This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students’ achievement in biology. In this study Turkish version of the Motiva...
Okul Öncesi Öğretmenlerinin Bilinçli Farkındalık ve Tükenmişlik Puanları Arasındaki İlişkinin İncelenmesi
Tonga, Funda Eda; Erden, Feyza (2021-10-01)
The purpose of this study is to examine the relationship among early childhood teachers' mindfulness and burnout scores. A total of 271 early childhood teachers working in public, early childhood institutions participated in this study, which used the correlational research model. The data of the study were gathered by “A Personal Information Form”, “Mindful Attention Awareness Scale (MAAS)”, and “Maslach Burnout InventoryEducator Form (MBI-EF)”. The data were analyzed through the SPSS program using a Pears...
Development of Self Regulatory Strategies Scale SRSS
KADIOĞLU, CANSEL; UZUNTİRYAKİ, ESEN; Çapa Aydın, Yeşim (2011-04-01)
The purpose of this study was to develop a scale assessing high school students' use of self-regulatory strategies while studying. In the pilot study, the scale was administered to 422 students. Eight factors were obtained through explanatory factor analysis: namely, motivation regulation, effort regulation, planning, attention focusing, summary strategy, highlighting strategy, using additional resources, and self-instruction. In the validation study, the 29-item final version of the scale was administered ...
Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Prep School Students and Their Relation with Language Proficiency Levels
Çimenli, Betül; Hırçın Çoban, Merve (2019-01-01)
The main purpose of this study is to uncover prep school students’ self-efficacy beliefs and self-regulated strategy use in different proficiency levels. In accordance with this, this study aims to find out the relation between self-efficacy beliefs of students and their use of SRL strategies, and figure out to what extent self-efficacy beliefs, SLR strategies use of students and gender can predict their proficiency level. The study was conducted at a private university in Ankara in the academic year 2017-2...
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.