An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

Autor/in	Aydin, Solmaz
Titel	An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology
Quelle	In: Journal of Education and Training Studies, 4 (2016) 2, S.53-59 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Self Efficacy; Metacognition; High School Students; Biology; Learning Motivation; Academic Aspiration; Learning Strategies; Cognitive Style; Questionnaires; Self Concept Measures; Predictive Validity; Predictor Variables; Student Surveys; Likert Scales; Correlation; Path Analysis; Foreign Countries; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Fragebogen; Prädiktor; Schülerbefragung; Likert-Skala; Korrelation; Pfadanalyse; Ausland; Türkei
Abstract	This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars, Turkey. Survey method was employed in the study. The author administered "Self Efficacy for Learning and Performance" and "Metacognitive Self-Regulation" subscales of Motivational Strategies for Learning Questionnaire (MSLQ) and Academic Motivation Scale for Learning Biology. According to the study results, the use of metacognitive strategies and self-efficacy made a positive and significant prediction of students' intrinsic motivation to learn biology. Moreover, self-efficacy made a negative prediction of a motivation, and it did not predict extrinsic motivation. The use of metacognitive strategies did not predict amotivation, and it positively and significantly predicted extrinsic motivation. In addition, it was found that amotivation had a negative correlation with other variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01