Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

Autor/inn/en	Velayutham, Sunitadevi; Aldridge, Jill M.
Titel	Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach
Quelle	In: Research in Science Education, 43 (2013) 2, S.507-527 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9273-y
Schlagwörter	Foreign Countries; Grade 8; Structural Equation Models; Student Motivation; Self Efficacy; Goal Orientation; Student Attitudes; Classroom Environment; Self Management; Grade 9; Grade 10; Science Education; Science Instruction; Instructional Effectiveness; Questionnaires; Predictor Variables; Australia + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Schülerverhalten; Klassenklima; Unterrichtsklima; Selbstmanagement; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Fragebogen; Prädiktor; Australien
Abstract	The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10