Students' Perceptions of Learning Environment: Associations with Personal Mastery Goal Orientations, Regulations, and Academic Performance in Biology

Autor/inn/en	Soltani, Asghar; Boka, Raziyeh-Sadat; Jafarzadeh, Azam
Titel	Students' Perceptions of Learning Environment: Associations with Personal Mastery Goal Orientations, Regulations, and Academic Performance in Biology
Quelle	In: International Journal of Science Education, 44 (2022) 9, S.1462-1480 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soltani, Asghar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2082578
Schlagwörter	Goal Orientation; Biology; Science Instruction; Mastery Learning; Prediction; Learning Motivation; High School Students; Foreign Countries; Personal Autonomy; Correlation; Student Attitudes; Science Achievement; Educational Environment; Metacognition; Factor Analysis; Iran + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Vorhersage; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Individuelle Autonomie; Korrelation; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Faktorenanalyse
Abstract	Previous research has reported the importance of students' perceptions of learning environment in their affective outcomes, motivational regulations, and performance. In this study, we investigated the predictive effects of students' perceptions of biology classroom learning environment on their mastery goals orientation, motivational regulations, and performance in biology. A total of 329 Iranian high school students completed questionnaires on perceptions of biology classroom learning environment, personal mastery goal orientation, and, intrinsic and extrinsic regulations in learning biology. The results revealed that perceived meaningfulness predicted personal mastery goals orientation moderately and positively. Perceived autonomy had significant and positive influences on intrinsic and extrinsic regulations. The results also showed that students' perceived meaningfulness and intrinsic regulation were slightly and positively correlated. Personal mastery goals orientation was moderately and positively correlated with students' intrinsic and extrinsic regulations. Moreover, the results indicated that perceived competition, perceived meaningfulness, personal mastery goals orientation, and extrinsic regulation positively affected students' performance in biology. The findings also underscore the central mediating role of students' personal mastery goals orientation in the relationship between perceptions of learning environment and their regulations in biology learning. The results support many of the hypothesized relationships and provide broader clarification and implications for the literature. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01