Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science (original) (raw)
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In this study, we generated and tested a hypothesized model that specified direct and indirect linkages between different types of beliefs concerning the justification for knowing in science, motivation for science reading comprehension, and science achievement. Using a path analysis approach with a sample of 122 lower-secondary school students, results indicated that students’ science reading comprehension self-efficacy predicted their achievement, with the justification belief variables indirectly affecting science achievement through their influence on science reading self-efficacy. Specifically, there was a negative indirect effect of personal justification on science achievement mediated by science reading comprehension self-efficacy, whereas both justification by authority and justification by multiple sources had positive indirect effects on science achievement mediated by self-efficacy. Beliefs in personal justification and justification by multiple sources affected achievem...
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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.
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The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students' understanding of the epistemic knowledge of science. Also, a
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One of the critical subjects in school that needs to be assessed is a science subject. Without a science subject, students cannot observe and understand a phenomenon on earth. However, results from an international study such as Trends International in Mathematics and Science (TIMSS), students in Indonesia performed poorly compared to students from another country. Furthermore, science is one of the essential education for children as it included in the STEM Education (Science, Technology, Engineering and Mathematics). From some empirical evidence, student’s attitude and self-efficacy (beliefs about their ability and skill) were found to be dominant predictors of student’s achievement, not excluded, science achievement. However, most of the research analyses the data under conventional regression analysis. Instead of under the structural modelling, and so the results can be considered carefully. This research will analyze a science achievement of Indonesian cohort, and the predictor...