The effect of grade level on elementary school students' motivational beliefs in science

International Journal of Learning

Volumn 16, Issue 3, 2009, Pages 495-506

  Güngören, Savaş ^a   Sungur, Semra ^b  

^a National Educational Government Department   (Turkey)

^b MIDDLE EAST TECHNICAL UNIVERSITY   (Turkey)

Author keywords

Grade level; Motivational beliefs; Science education

Indexed keywords

EID: 77950184330     PISSN: 14479494     EISSN: 14479540     Source Type: Journal    
DOI: 10.18848/1447-9494/cgp/v16i03/46200     Document Type: Article

References (28)

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
3. Bronson, M.B. (2000). Self-regulation in early childhood: Nature and nurture. New York: The Guilford Press.
4. Eccles, J.S., & Wigfield, A. (2002). "Motivational Beliefs, Values, and Goals", Annual Review of Psychology, 53, 109-32.
5. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847.
6. Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology 29, 462-482.
7. Güvercin, Ö. (2008). Investigating elementary students' motivation towards science learning: A cross age study. Published master thesis, Middle East Technical University, Ankara, Turkey.
8. Hoy, A. W. (2004). What do teachers need to know about self-efficacy? Paper presented at the annual meeting of the American Educational research Association, San Diego, USA.
9. Hsieh, P., Cho, Y., Liu, M., & Schallert, D. L. (2008). Examining the interplay between middle school students' achievement goals and self-efficacy in a technology-enhanced learning environment. American Secondary Education, 36(3), 33-50.
10. Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: Motivation theory and its relation to student perceptions. Reading & Writing Quarterly, 16, 23-57.
11. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., Wigfield, A. (2002). Changes in children's selfcompetence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
12. Kremer, B., & Walberg, H. (1981). A synthesis of social and psychological influences on science learning. Science Education, 65, 11-23.
13. Lepper, M. R., Corpus J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.
14. Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In R. Ames & C. Ames (Eds.), Research on motivation in education: Vol. 1. Student motivation. San Diego, CA: Academic Press.
15. Metallidou, P., & Vlachou, A. (2007). Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children. International Journal of Psychology, 42(1), 2-15.
16. Otis, N., Grouzet, F. E. M., & Pelletier, L. G. (2005). Latents motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97(2), 170-183.
17. Özkan, Ş. (2003). The roles of motivational beliefs and learning styles on tenth grade students' biology achievement. Published master thesis, Middle East Technical University, Ankara, Turkey.
18. Palmer, D. (2007). What is the best way to motivate students in science? Teaching Science, 53(1).
19. Pintrich, P. R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
20. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
21. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (Second edition). Pearson education, NJ: Merrill Prentice Hall.
22. Sungur, S. (2007b). Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
23. Senler, B. & Sungur, S. (2009). Parental influences on students' self-concept, task value beliefs, and achievement in science The Spanish Journal of Psychology, 12, 106-117.
24. Taş, Y. (2008). The interplay of students' perceptions of classroom goal structures, personal goal orientations and learning related variables. Published master thesis, Middle East Technical University, Ankara, Turkey.
25. Uguroglu, M. & Walberg, H. (1979). Motivation and achievement: A quantitative synthesis. American Educational Research Journal, 16, 375-389.
26. Wigfield, A., & Eccles, J. S. (1994). Children's competence beliefs, achievement values, and general self esteem change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138.
27. Wigfield, A., Eccles, J. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., Blumenfeld, P. C., & Yoon, K. S. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451-469.
28. Zimmerman, B. J., & Martinez-Pons, M. (1992). Perceptions of efficacy and strategy use in the selfregulation of learning. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 185-207). Hillsdale, NJ: Erlbaum.