High School Students’ Physics Achievement in Terms of Their Achievement Goal Orientations, Self-Efficacy Beliefs and Learning Conceptions of Physics

Yıl 2018, Cilt: 35 Sayı: 1, 31 - 50, 12.11.2018

Havva Sağlam , Ayşenur Yontar Toğrol

Öz

The aim of this study was to investigate the contributions of high school students’ achievement goal orientations, physics learning self-efficacy beliefs and physics learning conceptions on their physics performance. Comparisons in terms of gender, grade level and field were also made for these variables. The sample of this study consisted of 518 students from ninth, tenth and eleventh grades. The instruments that were administrated to students were the Achievement Goal Orientation Questionnaire (AGQ), Physics Learning Self-Efficacy Questionnaire (PLSEQ) and Physics Learning Conceptions Questionnaire (PLCQ). Multiple regression analysis, two-way ANOVA and one-way MANOVA were used to analyze data. The results of this study suggested that 12.4 percent of variance of students’ physics performance was explained by these variables. Gender and field differences were also detected.

Anahtar Kelimeler

Motivation, achievement goal orientation, self-efficacy, learning conception, physics performance

Kaynakça

• Alpaslan, M. M., & Işık, H. (2016). Fizik öz-yeterlilik ölçeği’nin geçerliliği ve güvenirliliği/examination of the validity and the reliability of physics self-efficacy scale. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 111-122. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. Arslan, S., & Akın, A. (2015). 2x2 Başarı yönelimleri ölçeği (revize formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. Bandura, A. (1997). Self‐efficacy: The exercise of control. John Wiley & Sons, Inc. Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970. Britner, S. L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065. Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525. Chiou, G. L., & Liang, J. C. (2012). Exploring the structure of science self-efficacy: A model built on high school students' conceptions of learning and approaches to learning in science, Asia-Pacific Education Researcher, 21(1). Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed). Prentice Hall, Hillside, NJ. Driver, R. (1996), Young people's images of science. Buckingham: Open University Press. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189. Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework, Journal of Personality and Social Psychology, 80(3), 501. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613. Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. Güngör, A., Eryılmaz, A., & Fakioglu, T. (2007). The relationship of freshmen's physics achievement and their related affective characteristics. Journal of Research in Science Teaching, 44(8), 1036-1056. Hinkle, D. E., Wiersma, W., & Jurs, S.G. (2003), Applied statistics for the behavioral sciences. Boston, Mass: Houghton Mifflin. Jessor, R., Donovan, J. E., & Costa, F. M. (1991). Beyond adolescence: Problem behavior and young adult development. New York: Cambridge University Press. Koul, R., Lerdpornkulrat, T., & Chantara, S. (2011). Relationship between career aspirations and measures of motivation toward biology and physics, and the influence of gender. Journal of Science Education and Technology, 20(6), 761-770. Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220. Lee, C. S., Hayes, K. N., Seitz, J., DiStefano, R., & O'Connor, D. (2016). Understanding motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192-215. Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ science learning self-efficacy in relation to their approachers to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301. Milli Eğitim Bakanlığı, (2013). Ortaöğretim fizik dersi (9, 10, 11, ve 12. sınıflar). http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72, accessed at July 2017. Neber, H., He J., Liu B., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education. 6(4), 769-788. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Berkshire: Allen & Unwin. Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student Perceptions in the Classroom, 7, 149-183. Reçber, S. (2011). An investigation of the relationship among the seventh grade students’ mathematics self-efficacy, mathematics anxiety, attitudes towards mathematicsand mathematics achievement regarding gender and school type (Unpublished masters’s thesis). Middle East Technical University, Ankara. Sadi, Ö. (2015). The analysis of high school students' conceptions of learning in different domains. International Journal of Environmental and Science Education, 10(6), 813-827. Schumm, M. F., & Bogner, F. X. (2016). Measuring adolescent science motivation. International Journal of Science Education, 38(3), 434-449. Skells, K. M. (2014). Science anxiety and social cognitive factors predicting STEM career aspirations of high school freshmen in general science class (Unpublished doctoral dissertation). Northern Illinois University, Illinois. Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750. Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081-1121. Yerdelen-Damar, S., & Aydın, S. (2015). Relations of approaches to learning with perceptions of learning environment and goal orientations. Egitim ve Bilim, 40(179). Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational Psychology, 82(1), 51.