Predicting Chemistry Achievement through Task Value, Goal Orientations, and Self-Efficacy: A Structural Model

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KONDAKÇI E., Şenay A.

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, cilt.17, sa.3, ss.725-753, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17 Sayı: 3
  • Basım Tarihi: 2015
  • Doi Numarası: 10.15516/cje.v17i3.1555
  • Dergi Adı: CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.725-753
  • Anahtar Kelimeler: chemistry achievement, goal orientation, self-efficacy, structural equation modeling, task value, STUDENTS MOTIVATIONAL BELIEFS, PERCEIVED ACADEMIC COMPETENCE, COVARIANCE STRUCTURE-ANALYSIS, MIDDLE SCHOOL STUDENTS, COGNITIVE ENGAGEMENT, COLLEGE-STUDENTS, PERFORMANCE, SCIENCE, PERCEPTIONS, DIFFERENCE
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The purpose of the study was to examine the relationships between task value, goal orientations, and chemistry self-efficacy in predicting 11th grade Turkish students' chemistry achievement. A total of 572 eleventh grade students taking chemistry participated in the study. Data were collected using the Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire, Chemistry Self-Efficacy Scale, and Chemistry Achievement Test. Results of structural equation modeling indicated that task value was a significant positive predictor of mastery-approach goals, performance-approach goals, and mastery-avoidance goals. Mastery-approach goals and performance-approach goals were found to be positive predictors of chemistry self-efficacy for cognitive skills, whereas mastery-avoidance goals negatively predicted chemistry self-efficacy for cognitive skills. Lastly, chemistry self-efficacy for cognitive skills was a significant positive predictor of chemistry achievement. Overall, the findings of the present study extend the existing body of literature on the interplay between task value, goal orientations, and chemistry self-efficacy in predicting chemistry achievement.