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1.
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed.  相似文献   

2.
The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks.  相似文献   

3.
Guided by situated expectancy-value and mindset theories, we investigated the mediating roles of students’ experiences of social comparisons (social comparison concern, comfort being oneself) in relations between mindsets, motivation (self-efficacy, task values, and cost), and achievement in undergraduate physics. Gender differences in these mediational pathways were examined. We recruited a large sample (N = 1,218) of students in undergraduate physics courses, administered surveys twice during a semester, and obtained final course grades from university records. Multiple-group structural equation modeling revealed (1) protective roles of a growth mindset in motivation and performance via comfort being oneself, (2) detrimental roles of a fixed mindset in the same outcomes via social comparison concern, and (3) significant gender differences in these relations, such that a growth mindset is less beneficial, while a fixed mindset is more harmful for women (vs. men). Results suggest that social comparison concern acts as a mechanism of a fixed mindset for undermining women’s motivation and performance in physics to a greater extent than men. Scholarly contributions and implications are discussed.  相似文献   

4.
Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed.  相似文献   

5.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.  相似文献   

6.
Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.  相似文献   

7.
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017  相似文献   

8.

Students’ affective domain has been popular in the mathematics education community in an ongoing attempt to understand students’ learning behavior. Specifically, enhancing students’ motivation in the mathematics classroom is an important issue for teachers and researchers, due to its relation to students’ behavior and achievement. This paper utilized achievement goal theory—an important theoretical prospect on students’ motivation in school settings—to investigate the existence of a model presenting the relation between motivation and other affective constructs and students’ performance in mathematics. In this regard, two types of tests were administered to 321 sixth grade students measuring their motivation and other affective constructs and their performance in mathematics. Using structural equation modeling, we examined the associations among the affective constructs, motivation, and the extent to which these constructs influence students’ performance and interest in mathematics. The data revealed that students’ performance and their interest in mathematics were influenced by fear of failure, self-efficacy beliefs, and achievement goals. We discuss these findings in terms of teaching implications in the mathematics classroom.

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9.
Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English learning. This study investigated how individuals’ gaming flow experience levels affected their levels of learning motivation, and whether any gender differences existed in gaming flow experience and learning motivation while engaging in the achievement system. The results showed that gaming flow experience significantly predicted learning motivation, whereby the students with high gaming flow experience were six times more likely to have high learning motivation than those with low gaming flow experience. Subsequent analysis showed that the female students had significantly higher gaming flow than the male students, but the male and female students showed similar learning motivation. Furthermore, the results indicated that the male students achieved more interactive rewards than the female students, but no significant differences were found in the male and female students’ achievement of other types of rewards. Based on these findings, the authors contribute to the literature by developing a framework which can be applied to support designers to accommodate individual differences in DGBL.  相似文献   

10.
The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.  相似文献   

11.
This study examined whether prospective teachers’ teaching-specific hopes significantly predicted their sense of personal responsibility. A total of 503 prospective teachers voluntarily participated in the study. Correlation and structural equation modelling analyses were conducted to examine the links between prospective teachers’ teaching-specific hopes and sense of personal responsibility. Results showed that the relationships between prospective teachers’ teaching-specific hopes and sense of personal responsibility were significant. Furthermore, the relationship between responsibility for teaching and hope for teaching was significantly more discernible than the relationships between responsibility for teaching and hopes for student achievement, student motivation, and relationships with students. Results also showed that, regardless of the effects of career choice satisfaction, prospective teachers’ teaching-specific hopes for student motivation, relationships with students, and teaching significantly and selectively predicted the diverse aspects of their sense of personal responsibility. Implications for teacher education and directions for further studies were also discussed in the study.  相似文献   

12.
The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.  相似文献   

13.
This study examined Hong Kong students’ achievement goals and their relations with students’ perceived classroom environment and strategy use based on the multiple goal perspective of goal orientation theory. A total of 925 Grade 8 students from six secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. Consistent with previous studies using goal orientation theory, the findings of this study indicated that students’ perceived classroom environment was significantly related to their personal achievement goals and strategy use. While mastery goals were found to be the strongest predictor of strategy use, performance‐approach goals and perceived instrumentality also had positive relations with mastery goals and strategy use. Our findings suggest that mastery goals and performance goals were not contrasting goals as conceptualised in normative goal orientation theory. Students with high motivation for both types of goal were more adaptive in learning than were students who pursued a single type of goal. Moreover, the value of adding perceived instrumentality when studying students’ motivation should be emphasised. The implications of these findings for understanding Hong Kong students’ motivation, and for planning effective teaching instruction to enhance their motivation, are discussed.  相似文献   

14.
The purpose of this study was to determine the best‐fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self‐efficacy in physics, self‐concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036–1056, 2007  相似文献   

15.
ABSTRACT

This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited methodologically. The achievement and motivation levels before and after the intervention of Reading Recovery students and similarly low-performing first-grade students were compared using structural equation modeling. It was found that Reading Recovery had a .31 treatment effect on achievement after controlling for baseline achievement and motivational differences among the treatment and comparison students. Reading Recovery also was associated with greater average levels of posttest motivation, and motivation was found to mediate the treatment-achievement relationship. This study highlights how important it is for early reading interventions to consider the role motivation plays in literacy acquisition.  相似文献   

16.
The present study examined the role of school connectedness in mediating the relations of social skills and school climate of diversity (SCD) to life satisfaction (LS) among school‐aged children. This study also investigated whether there is any gender difference in relationships. Participants included 873 elementary school students in Grades 4 through 6. The results of the structural equation modeling supported the partial mediating role of school connectedness, indicating that social skills and SCD lead to LS both directly and indirectly through enhanced school connectedness. Multigroup analysis demonstrated that the direct path from the SCD to LS was significant only for boys, while other paths are invariant across gender. Implications are addressed for school‐based interventions to promote school connectedness and LS.  相似文献   

17.
The current study aimed to determine and predict 12th-grade students' physics achievement in terms of some selected cognitive, physics-related effective, personal, and socioeconomic characteristics in Turkey. Four hundred and ninety-six students (273 female and 223 male) from 18 high schools formed the study group. Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher-directed activities also explained a small amount of variance in student achievement. Although none of the socioeconomic characteristic variables were found to be significant, the entire model accounted for 64% of the variance in physics achievement.  相似文献   

18.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.  相似文献   

19.
The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students’ harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students’ harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.  相似文献   

20.

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

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