Epistemological beliefs of secondary school students: relation goal orientations, learning approaches, and science achievement
The present study was conducted to examine the mediational role of achievement goal orientations and learning approach on the relation between epistemological beliefs about science and students' science achievement. This study was carried in the form of a survey, using questionnaires as a me...
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| 主要な著者: | , , , , |
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| フォーマット: | Conference or Workshop Item |
| 言語: | English |
| 出版事項: |
2018
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| 主題: | |
| オンライン･アクセス: | http://eprints.unisza.edu.my/1597/1/FH03-FSSG-18-16962.pdf http://eprints.unisza.edu.my/1597/ |
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| 要約: | The present study was conducted to examine the mediational role of achievement goal orientations
and learning approach on the relation between epistemological beliefs about science and students'
science achievement. This study was carried in the form of a survey, using questionnaires as a
method of data collection. A total of 302 students (168 males, 134 females) between the age of 15-16
years old in Pahang, Malaysia participated in the study. Structure Equation Mode (SEM) was used to
validate the proposed model. The result showed that epistemology beliefs exert a significant direct
effect on science achievement. Mastery goals mediated the relationship between source and science
achievement. Mastery, performance, and avoidance goals also mediated the relationship between
certain and science achievement significantly. Mastery and avoidance goals mediated the
relationship between development and science achievement. For the mediation role of learning
approach, deep approach mediated the relationship between source and science achievement and
also mediated the relationship between justification and science achievement. The result also
showed that there are no significant differences. |
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