Achievement Goals of Matriculation Students: Role of Epistemological Beliefs (original) (raw)
Related papers
Achievement Goals of Matriculation Students: Role of Epistemological Beiliefs
This study investigated how students’ beliefs about learning affect their achievement goal orientation. A total of 340 matriculation (foundation) students (47% males, 53% females) from two public universities were given two inventories – epistemological beliefs for science and achievement goal orientation – to measure their epistemological beliefs about science and achievement goal orientation. Results yielded that canonical correlations established by innate ability and quick learning were positively correlated with performance goal, mastery avoidance goal, and performance avoidance goals, but innate ability and quick learning negatively correlated with mastery goal. Further, innate ability and quick learning were predictors of achievement goal orientation. These results provided new empirical evidence on how epistemological beliefs contribute relatively to students’ adopting achievement goal orientation.
Instructional Science, 2013
This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs about the development and justification of scientific knowledge, achievement goals, knowledge, self-concept, self-efficacy, and achievement in science were simultaneously examined. Students in fifth (n = 213), eighth (n = 202), and eleventh (n = 281) grades completed questionnaires measuring the various constructs, and a domain knowledge test. Their grades in science were also collected. Results from structural equation modeling reveal that the hypothesized model fitted the observed data at the three grade levels, although not all expected paths were statistically significant. Students' epistemic beliefs about the development of scientific knowledge had a direct effect on domain knowledge, whereas beliefs about the justification of scientific knowledge had a direct and an indirect effect via achievement goals on knowledge acquisition. Mastery, performance-approach, and performance-avoidance goals had a direct effect on self-efficacy. Knowledge had a direct and an indirect effect via self-concept on achievement. Educational implications are discussed.
2018
One of the prominent factors on production and productivity in agricultural sector is related to the adept work-force. However, there are not sufficient number of empirical studies regarding effective factors on the agricultural students’ achievement motivation and academic achievement. Therefore, this paper aims to investigate the effects of epistemological beliefs on the agricultural students’ achievement motivation and academic achievement. 466 Iranian agricultural students contributed to the study, by filling out the questionnaire. The results showed that the agricultural students generally had sophisticated epistemological beliefs. The model analyzed in the study determined that epistemological beliefs dimensions had negative effects on motivation to achieve success (MAS) and positive effects on motivation to avoid failure (MAF). Based on the findings, it is recommendable that instructors use teaching and evaluation approaches that can assist improvement of more advanced episte...
Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11
European Journal of Psychology of Education
Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5-11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5-11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.
Epistemic Beliefs and Achievement Motivation in Early Adolescence
The Journal of Early Adolescence, 2010
This study seeks to establish the relevance of middle school students' naïve beliefs about knowledge and learning in science to their achievement motivation in this domain. A predominantly Hispanic and lower-income sample of 459 middle school students (sixth through eighth grades) completed measures of epistemic beliefs along with several measures of motivation. Results indicated that a belief that scientific knowledge develops and that justification is necessary to valid knowledge in science were positively related to mastery goals, task value, and self-efficacy. Epistemic beliefs were also found to predict science grades over and above the contributions of motivational factors. Surprisingly, an uncritical acceptance of authority figures and a belief in scientific knowledge as certain were more typical of students who adopted motivational states (e.g., mastery goals) previously found to be supportive of learning. The latter findings may be unique to early adolescence within the ethnic and socioeconomic status parameters of the present sample.
Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement
Journal of Pacific Rim Psychology, 2019
We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001 ), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientations supports varying interpretations of students’ motivation and learning beliefs. Although no statistically significant differences in achievement were found across clusters, a High-Approach-Low-Avoidance cluster displayed an adaptive profile that was most positive towards learning and self but least anxious about exams. In contrast, a Performance-Avoidance-Dominant cluster demonstrated a maladaptive pattern of lowest self-efficacy and task value, and higher anxiety. Further, High-Approach-Low-Avoidance and Low-Performance-Avoidance cluster...
Procedia - Social and Behavioral Sciences, 2011
The purpose of the present research is to investigate the structural model of epistemological beliefs in regulation of learning (selfregulated learning and external regulation) with regards to the mediatory role of motivational constructs and Information processing strategies. The data were obtained from Tehran University students (290 female and 190 male). They were selected based on a multi-stage stratified sampling. Our Questionnaires in this research consisted of 6 subscales (Inventories of epistemological beliefs, study interest, academic self-efficacy, test anxiety, approaches to learning and regulation of learning).Structural equations model has been used for data analysis. The results confirmed the significant direct effects of epistemological beliefs on our motivational structures (academic self-efficacy, study interest and test anxiety) and also the similar effects of motivational constructs (with the exception of study interest) on Information processing strategies (deep, surface and strategic) and Information processing strategies on regulation of learning. The above mentioned strategies and motivational constructs (academic self-efficacy and test anxiety) had significant mediating effects on the relationship between epistemological beliefs and regulation of learning.
Epistemological Beliefs: Its Relationship with Learning Styles, Learning Approaches, and Achievement
Asia Pacific Journal of Education, Arts and Sciences, 2018
The study aimed to assess the relationship among epistemological beliefs, learning styles, learning approaches and achievement of the University students. One hundred University students participated and responded the Epistemological Belief Questionnaires (EVQ) and Learning Style Inventory (LSI), and MANOVA used to find out the relationship among the variables. It resulted that ability has significant relationship with learning styles and learning approaches, and there was significant relationship between learning styles and interest, but no significant relationship among learning approaches, interest, and achievements of students. It was also resulted that there existed no significant relationship among the epistemological beliefs, learning styles, learning approaches and achievement of the University students. Quick learning, slow learning, traditional approach, constructivist approach, and achievement have no significant relationship with ability. Similarly, interest, previous knowledge, effort, IQ, environment have no significant relationship with quick learning, slow learning, traditional approach, constructivist approach and achievement of the university students.
This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by Deryakulu and Büyüköztürk (2005) and consisted of three sub-dimensions (i.e. belief of learning depending on effort, belief of learning depending on talent and belief of the existence of only one truth). In data analysis, t-test, one-way ANOVA and Pearson Product-Moment Correlation Analysis were employed. The findings showed that the teacher candidates' epistemological beliefs differed based on major. In addition, it was found that there was a statistically significant relationship between only the belief of learning depending on talent, among other sub-dimensions of epistemological beliefs, and academic achievement.