The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement

Güngören S., Sungur S.

Elementary Education Online, vol.8, no.3, pp.883-900, 2009 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 8 Issue: 3
  • Publication Date: 2009
  • Journal Name: Elementary Education Online
  • Journal Indexes: TR DİZİN (ULAKBİM)
  • Page Numbers: pp.883-900
  • Middle East Technical University Affiliated: Yes

Abstract

This paper focused on the relationship between classroom environment perceptions, self-regulation, and science achievement. Classroom environment perceptions were measured in terms of motivating tasks, autonomy support, and mastery evaluation. Self-regulated learning was conceptualized as consisting of two main components, namely, motivation and strategy use. Motivated Strategies for Learning Questionnaire, Approaches to Learning Instrument, and Survey of Classroom Goals Structures were used as data collection instruments. Studying with 900 elementary students, structural equation modelling showed that students’ perception of classroom environment concerning motivating tasks, autonomy support, and mastery evaluation were positively associated with motivational and cognitive components of self-regulation and science achievement. Findings suggested that classroom environments emphasizing motivating tasks, autonomy and the link between personal effort and accomplishments can encourage self-regulation and achievement in science.