Literaturnachweis - Detailanzeige
Autor/in | Alpaslan, Muhammet Mustafa |
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Titel | The Relationship between Personal Epistemology and Self-Regulation among Turkish Elementary School Students |
Quelle | In: Journal of Educational Research, 110 (2017) 4, S.405-414 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
DOI | 10.1080/00220671.2015.1108277 |
Schlagwörter | Foreign Countries; Elementary School Students; Epistemology; Self Management; Student Motivation; Learning Strategies; Science Achievement; Grade 5; Structural Equation Models; Metacognition; Questionnaires; Statistical Analysis; Turkey; Motivated Strategies for Learning Questionnaire Ausland; Erkenntnistheorie; Selbstmanagement; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 05; 5. Schuljahr; Schuljahr 05; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Statistische Analyse; Türkei |
Abstract | The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks. (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 | 2020/1/01 |