Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science

Şenler, Burcu; Sungur, Semra

doi:10.1017/s1138741600001529

Cited by 77 publications

(56 citation statements)

References 28 publications

(35 reference statements)

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“…It consisted of 6 items and these items were scored on 5 point-Likert type scales ranging from completely agree to completely disagree. Reliability coefficient of data of this scale was .83 which was higher to result of study (α = .71) of Senler and Sungur (2009). Moreover, confirmatory factor analysis showed that it have good fit (χ 2 /df = 3.12 TFI = .97, CFI = .95 and RMSEA = .05).…”

Section: The Academic Interest Questionnaire (Aiq)mentioning

confidence: 52%

“…This result may be caused by Turkish educational system. Senler and Sungur (2009) declared that Turkish students are educated competitive and examination oriented. Especially, after they graduate high school, they take highly competitive examination to enter university.…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…It was translated and adapted into Turkish by Senler and Sungur (2009). It consisted of 6 items and these items were scored on 5 point-Likert type scales ranging from completely agree to completely disagree.…”

Section: The Academic Interest Questionnaire (Aiq)mentioning

confidence: 99%

See 2 more Smart Citations

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

Atasoy¹

2015

TURJE

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The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are "Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire", "Achievement Goals Questionnaire" and "The Academic Interest Questionnaire". Data was controlled with respect to reliability and validity. The collected data was analyzed by hierarchical regression. Results of this analysis showed that mastery approach goal orientation predicted significantly metacognitive strategy use of preservice science teacher in science course. On the other hand, mastery avoidance, performance approach, performance avoidance goal orientations and personal interest was not founded to predict significantly to metacognitive strategy use. Keywords Achievement goal orientations, personal interest, metacognitive strategy.ÖZ Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının başarı hedefi yönelimleri ve kişisel ilgilerinin bilişüstü strateji kullanımını yordamadaki katkısını belirlemektir. Bu çalışma, ilköğretim fen bilgisi eğitimi programında okuyan birinci, ikinci, üçüncü ve dördüncü sınıfta olan toplam 322 fen bilgisi öğretmen adayı ile yürütülmüştür. Veriler, "Öğrenmede Güdüsel Stratejiler Ölçeğinin Bilişüstü Özdüzenleme Alt Ölçeği", "Başarı Hedefleri Anketi" ve "Akademik İlgi Anketi" kullanarak toplanmıştır. Güvenirlik ve geçerlilik açısından, veriler kontrol edilmiştir. Daha sonra, bu veriler hiyerarşik regresyon ile analiz edilmiştir. Araştırma bulguları sonucunda, ustalık-yaklaşım hedef yöneliminin, bilişüstü strateji kullanımını önemli ölçüde istatiksel olarak yordadığı görülmüştür. Bunun yanında, ustalık-kaçınma hedef yöneliminin, başarım-yaklaşım hedef yönelimi, başarım-kaçınma hedef yönelimi ve kişisel ilgilerin bilişüstü strateji kullanımı önemli ölçüde tahmin etmediği bulunmuştur. GENİŞ ÖZETÖz düzenleyici öğrenme, etkin ve yapıcı bir süreç olup, bu süreçte öğrenenlerin hedef belirlemesi, bu hedeflerin doğrultusunda kendi biliş düzeylerini, motivasyon ve davranışlarını, izlemesi, düzenlemesi ve denetlemesidir .Kapsamlı öz düzenleme, öğrenenlerin bilişsel, üstbilişsel ve motivasyon stratejilerini kullanması ile mümkün olmaktadır (Leutwyler, 2009).Bunların arasında, üstbilişsel stratejiler üst düzey idari süreçler olup, öğrencilere kendi öğrenme süreçlerini kontrol etmede, planlamada, izlemede ve düzenlemede yardımcı olur (Gall, Gall, Jacobsen, & Bullock, 1990).Üstbilişsel stratejilerin öğrenciler tarafından kullanılması için motive edilmesi gerekmektedir . Son yıllarda motivasyon öğesi olan başarı hedef yönelimleri ile yapılan çalışmalar hız kazanmıştır.Başarı hedef yönelimleri, başarılı olmak istemenin nedenleri ve verilen görevlere nasıl yaklaşıldığı ile alakalıdır .Bu ...

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Section: The Academic Interest Questionnaire (Aiq)mentioning

confidence: 52%

Section: Discussion and Implicationmentioning

confidence: 99%

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The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

Atasoy¹

2015

TURJE

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“…Çalışma kapsamında sınıf düzeyi ile motivasyon arasındaki ilişki incelendiğinde, sınıf düzeyi arttıkça motivasyon düzeyinin azaldığı görülmüştür. Motivasyon düzeyi ile sınıf düzeyi ilişkisine yönelik alanyazın incelendiğinde (Lepper, Corpus ve Iyengar, 2005;Güngören, Şenler ve Sungur, 2007;Aluçdibi ve Ekici, 2007;Şenler ve Sungur, 2009;Şen ve Yılmaz, 2014) sınıf düzeyi arttıkça motivasyon düzeyinin azaldığına yönelik sonuçlar bulunmuştur. İncelenen çalışmaların sonuçları bu çalışmadaki bulguyu destekler niteliktedir.…”

Section: Discussionunclassified

Lise öğrencilerinin fizik öğrenimine yönelik motivasyonları

Cengiz¹,

Bekiroğlu²

2017

Küreselleşen Dünyada Eğitim

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“…Students' academic achievement is not only necessarily formed by the classroom climate and the elementary school students are more likely to need the role of parents in their school [11]. Parents play a role in shaping student academic achievement.…”

Section: Introductionmentioning

confidence: 99%

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

Sasmoko¹,

Saroso²,

Lasmy³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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The development of students is often marked by the success of achieving student achievement in school. The achievement is often used as one of the benchmarks of the success and performance of a school. However, it is possible that on the other hand the development of students is also influenced by family and environmental factors. This study aims to find empirically factors such as Peer Group, Parental Involvement and Classroom Climate in forming Student Achievement. Research method with the correlational approach. The sample of the study were 148 students. Data collecting technique with Likert Scale questionnaire ranges from 1 to 5. Construct validity of each questionnaire with Principle component axis through Varimax Rotation with the eigen value of 0.600. The results showed that: first, there was positive influence of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) both individually and collectively to Student Achievement with Ry123 of 0.710 with variance determination of 0.504. That is, the contribution of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) together in form Student Achievement students of 50.4% while the rest of which is 49.6% formed by at least 1 (one) other variables Based on the residual sum of squares ratio of 2482.448 with sum of squares regression of 2520.579. While Fregression generated at 48.737 is very significant at α <0.01. The decisive main role of forming Student Achievement is Classroom Climate (X3) with t of 5.182 is very significant at α <0.01. The second determinant role of forming Student Achievement is Peer Group (X1) with t equal to 4,047 is very significant at α <0.01. Secondly, there is a difference in Student Achievement if the differentiated level of education with F of 3.991 is significant at α <0.05. Apparently fourth-grade elementary school better achievement than class student 5 and 6 with average equal to 30.5294 and standard deviation equal to 4.86207 significantly at α <0,05. The implication of the research is the need to develop new policies in education governance through the realization of an educational model that creates Transformational Classroom Climate and learning that focuses on Peer Group through Cooperative Learning in order to increase the capacity and potential of students to be maximal in order to maximize Student Achievement.

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Parental Influences on Students' Self-Concept, Task Value Beliefs, and Achievement in Science

Cited by 77 publications

References 28 publications

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

Lise öğrencilerinin fizik öğrenimine yönelik motivasyonları

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

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