THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT

TitleTHE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT
Publication TypeJournal Article
Year of Publication2016
AuthorsŞen, Ş
JournalJournal of Baltic Science Education
Volume15
Issue3
Start Page312-324
PaginationContinuous
Date PublishedJune/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1211241
Keywordschemistry achievement, direct and indirect effects, path model, secondary school students, self-regulated learning skills
Abstract

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1211241
Refereed DesignationRefereed
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