Exploring Relationships among Students Learning Approach, Motivational Goals,and Achievement


Yılmaz Tüzün Ö. , Hacıeminoğlu E., Ertepınar H.

The National Association for Research in Science Teaching (NARST)9999, California, Amerika Birleşik Devletleri, 15 - 18 Nisan 2007, ss.227

  • Basıldığı Şehir: California
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.227

Özet

The purposes of this study were to investigate the relationship among students’ learning approach, motivational goals, previous semester science grades and their achievement in atom and periodic table concepts and explore how well do the learning approach, motivational goal and students’ previous semester science grades predict students’ achievement. The surveys of this study were administered to 416 students enrolled in seventh grade elementary schools located in Ankara, Turkey. Correlational analysis was run to determine the relationships among students’ learning approach, motivational goal and achievement, then multiple regression analysis was conducted to better understand how the predictor variables might be associated with students’ achievement,. Chemistry Achievement Test, Learning Approach Questionnaire, Achievement Motivation Questionnaire were administered. Results showed that; meaningful learning, performance orientation and self effi cacy were positively correlated with learning orientation. While students’ previous semester science grades were positively correlated with achievement, meaningful learning, and self- effi cacy, it was negatively correlated with rote learning and performance orientation. Both rote learning and approach performance orientation was negatively correlated with self effi cacy. Moreover, there was a positive relationship between rote learning and performance orientation. Multiple regression analyses indicated that rote learning and students’ previous semester science grades were contributed to the students’ achievement.