Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2010
Tezin Dili: İngilizce
Öğrenci: Ayşe Şenay
Danışman: ESEN KONDAKÇI
Özet:The purpose of this study was to investigate the contribution of 11th grade Turkish students’ chemistry self-efficacy for cognitive skills (CSCS), and self-efficacy for chemistry laboratory (SCL), mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals to their chemistry achievement. The sample of the study included 604 students (343 females and 261 males) from seven different general public high schools in Çankaya, a district of Ankara. High School Chemistry Self-efficacy Scale which was developed by Çapa Aydın and Uzuntiryaki (2009), Achievement Goal Questionnaire which was developed by Elliot and McGregor (2001), and Chemistry Achievement Test (CAT) which was developed by the researcher were used to collect the data in the study. The simultaneous multiple regression analysis was used to analyze the data of the study. Results revealed that the students’ CSCS, mastery-approach goal, performance-approach goal were a positive significant predictors and performance-avoidance goal was a negative significant predictor of their scores on the CAT. Students’ CSCS had the largest unique contribution to explaining the students’ chemistry achievement. These four independent variables explained a significant 9.1 % of variance in the students’ chemistry achievement.