Middle School Focus: Examining the Interplay between Middle School Students Achievement Goals and Self-Efficacy in a Technology-Enhanced Learning Environment

Autor/inn/en	Hsieh, Peggy; Cho, Yunjoong; Liu, Min; Schallert, Diane L.
Titel	Middle School Focus: Examining the Interplay between Middle School Students Achievement Goals and Self-Efficacy in a Technology-Enhanced Learning Environment
Quelle	In: American Secondary Education, 36 (2008) 3, S.33-50 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Middle School Students; Student Attitudes; Self Efficacy; Science Achievement; Goal Orientation; Adolescents; Secondary Education; Educational Technology; Attitude Change; Student Motivation; Science Instruction; Correlation; Prediction; Performance Factors; Technology Integration + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarbereich; Unterrichtsmedien; Attitudinal change; Einstellungsänderung; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Korrelation; Vorhersage; Leistungsindikator
Abstract	Researchers have suggested that self-efficacy and goal orientation are context specific variables. However, few researchers have addressed these variables in technology-enhanced learning environments. This study examined changes in 549 middle school students' goal orientation, self-efficacy, and science knowledge after engaging in science learning in a technology rich environment. Also explored was how these motivational constructs interact to predict science achievement. Findings indicated that students' performance and self-efficacy increased significantly while the performance-approach and performance-avoidance goals significantly decreased. Findings also indicated that performance-avoidance goals moderated the relation between self-efficacy and science achievement, indicating that self-efficacy has positive influences (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10