The interplay of students' motivational orientations, their chemistry achievements and their perception of learning within the hands-on approach to visible spectrometry

Juriševič, Mojca; Vrtačnik, Margareta; Kwiatkowski, Marek; Gros, Nataša

doi:10.1039/c2rp20004j

Cited by 20 publications

(17 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As hypothesized, perceived autonomy support also positively predicted academic performance, in line with Assor et al (2002), Jang et al (2010Jang et al ( , 2012, Roorda et al (2011), Juriševič et al (2012, Schukajlow et al (2012), andVansteenkiste et al (2012). However, in the present study the intense and positive association between autonomy support and performance (b = 0.343) were mostly mediated through motivational and metacognitive variables: undergraduates with higher perceived autonomy support obtained better grades in chemistry because they thought they were capable of passing the subject, valued it more, and applied more often metacognitive strategies in chemistry problem-solving.…”

Section: Mediated Relationsmentioning

confidence: 62%

“…Notwithstanding, few studies have analyzed autonomy support in science education (Jang et al, 2012;Velayutham and Aldridge, 2013), and in chemistry education (Black and Deci, 2000;Juriševič et al, 2012;Southam and Lewis, 2013). Moreover, research examining the relationships of autonomy support with expectancy and the components of task value is scant (Chouinard et al, 2007;Velayutham and Aldridge, 2013).…”

Section: Expectancy-value Modelmentioning

confidence: 96%

See 1 more Smart Citation

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher-student interactions, academic motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students' perceptions of teacher-student interactions (autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry.Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported.We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.

show abstract

Section: Mediated Relationsmentioning

confidence: 62%

Section: Expectancy-value Modelmentioning

confidence: 96%

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

View full text Add to dashboard Cite

show abstract

“…Results from other studies (Areepattamannil et al, 2011;Bryan et al, 2011;Glynn et al, 2007) accordingly showed that intrinsically motivated students were more engaged and perceived science learning as more meaningful, and thus, they achieved more highly. Juriševič et al (2012) found that highly motivated students assessed the hands-on approach more positively with respect to their active participation and hence, they gained more knowledge. Therefore, we assume that our educational intervention, especially the hands-on approach, supported the engagement of highly motivated students and fostered their cognitive achievement.…”

Section: Discussionmentioning

confidence: 96%

“…Areepattamannil et al, 2011;Feinstein, 2011). In Germany, as in many other countries, national education standards underline the importance of scientific literacy within the scope of science education (Sekretariat der Kultusministerkonferenz [The Standing Conference of the Ministers of Education and Cultural Affairs in the Federal Republic of Germany], 2005): Students' capability to understand scientific knowledge, to identify scientific questions and hypotheses, to plan and conduct scientific investigations, to collect and analyze data, and to draw evidence-based conclusions needs to be fostered (Bryan, Glynn, & Kittleson, 2011;Juriševič, Vrtačnik, Kwiatkowski, & Gros, 2012). In this context, laboratory experiences are conducive to support students in developing and practicing the appropriate skills (Hofstein & Lunetta, 2004).…”

Section: Introductionmentioning

confidence: 99%

Learning About Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students’ Cognitive Achievement

Goldschmidt

Bogner

2015

International Journal of Science Education, Part B

View full text Add to dashboard Cite

During the last 10 years, outreach science laboratories have become increasingly popular due to resource and time limitations in schools. Outreach laboratories offer hands-on projects in a situated and authentic learning setting, thereby promoting the development of students' scientific literacy. However, students' cognitive achievement within this context is still a subject of study. The aim of our outreach-lab study was twofold: first, we investigated the influence of students' motivation to learn science on their cognitive achievement. Second, we examined possible gender differences with respect to achievement, cognitive load, and instructional efficiency. We conducted an educational intervention on plant genetic engineering with Bavarian 10th graders (N ¼ 197) in an outreach laboratory. We applied a pre -post design with a follow-up test monitoring students' motivation to learn science, their cognitive achievement, and cognitive load. The last two variables were combined in the calculation of instructional efficiency. Our results indicated a substantial knowledge increase both in the short term and in the long term (medium to large effect), while highly motivated students achieved higher scores. Furthermore, we found significant gender differences in cognitive achievement and instructional efficiency, revealing that the females had a higher knowledge increase, resulting in a higher instructional efficiency (small to medium effect). Our findings suggest that active engagement in hands-on laboratory activities is especially beneficial for females. Therefore, we recommend improving the quality and quantity of laboratory experiences in science education to overcome gender differences. We discuss some potential implications for teaching.

show abstract

“…Also, refer to Baram-Tsabari et al (2009, p. 1008 for similar definitions in science education research in which the Euclidean distances are used to establish cohesion and isolation. This method was also used successfully for studies that strive to establish clusters of magnitudes (Juriševič et al 2012;Korpershoek and Kuyper 2015) or types (extrinsic/intrinsic) (Corpus and Wormington 2014) of motivation, different orientation profiles (Baram-Tsabari and Yarden 2009), and even Bgreen^/techno/interest preference profiles (Haste 2004).…”

Section: Discussionmentioning

confidence: 99%

Encouraging Students with Different Profiles of Perceptions to Pursue Science by Choosing Appropriate Teaching Methods for Each Age Group

Potvin

Hasni

2017

Res Sci Educ

View full text Add to dashboard Cite

This research aimed at identifying student profiles of perceptions by means of a clustering method using a validated questionnaire. These profiles describe students' attraction to science and technology (S&T) studies and careers as a variable driven by school S&T self-concept and interest in school S&T. In addition to three rather predictable student profiles (confident enthusiast, average ambitious, and pessimistic dropout), the fourth fairly well-populated profile called confident indifferent was produced. Our second and third research questions allowed us to describe each profile in terms of the instructional methods to which their population was exposed (including the degree to which they were actively involved) and the instructional methods to which they would like more exposure. An analysis of the evolution of the profiles' population over time is also presented. The results suggest that pedagogical variety and active involvement in the decision to pursue S&T are important. The perception of the utility and importance of S&T both in and out of school may also play an important role in these decisions. Minor pedagogical preferences were also found in certain age groups.

show abstract

The interplay of students' motivational orientations, their chemistry achievements and their perception of learning within the hands-on approach to visible spectrometry

Cited by 20 publications

References 56 publications

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Learning About Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students’ Cognitive Achievement

Encouraging Students with Different Profiles of Perceptions to Pursue Science by Choosing Appropriate Teaching Methods for Each Age Group

Contact Info

Product

Resources

About