The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model

Journal of Baltic Science Education

Volumn 12, Issue 1, 2013, Pages 21-33

  Sadi, Ozlem ^a   Uyar, Miray ^a  

^a KARAMANOGLU MEHMETBEY UNIVERSITY   (Turkey)

Author keywords

biology achievement; Resource management strategies; Self efficacy; Self regulated learning strategies

Indexed keywords

EID: 84900433921     PISSN: 16483898     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (52)

1. Akin, A. (2008). The relationships between university students' chemistry laboratory anxiety, attitudes, and selfefficacy beliefs. Australian Journal of Teacher Education, 35 (8), 48-49.
2. Akyol, C., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students' science achievement. Educational Research and Evaluation, 16 (1), 1-21.
3. Alderman, M. K. (1999). Motivation for achievement: Possibilities for teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
4. Al-Harthy, I., & Was, C. A. (2010). Goals, efficacy and metacognitive self-regulation a path analysis. International Journal of Education, 2 (1), 1-20.
5. Aydin, A., & Ubuz, B. (2010). Structural model of metacognition and knowledge of geometry. Learning and Individual Differences, 20, 436-445.
6. Bartels, J. M., Jackson, S., & Kamp, A. D. (2009). Volitional Regulation and self regulated Learning: An Examination of Individual Differences in Approach-Avoidance Achievement Motivation, Electronic Journal of Research in Educational Psychology, 7 (2), 605-626
7. Cekolin, C. H. (2001). The Effects of Self-Regulated Learning Strategy Instruction on Strategy Use and Academic Achievement (Unpublished doctoral dissertation). University of South Alabama, Institute of Social Sciences, Alabama.
8. Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning, and Performance Journal, 20 (1), 11-25.
9. Closas, A. H., Sanz de Acedo, M. L., & Ugarte, M. D., (2011). An explanatory model of the relations between cognitive and motivational variables and academic goals. Revista de Psicodidáctica, 16 (1), 19-38.
10. Corno, L. (1994). Student Volition and Education: Outcomes, Influences, and Practices. In D.H. Schunk & B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 229-254)Hillsdale NJ: Lawrence Erlbaum Associates, Publishers.
11. Diseth, A. (2011). Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191-195.
12. Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30, 43-59.
13. Englert, C. S., Mariage, T. V., Okolo, C. M., Shankland, R. K., Moxley, K. D., Courtad, C. A., Jocks-Meier, B. S., O'Brien, J. C., Martin, N. M., & Chen, H. Y. (2009). The learning-to-learn strategies of adolescent students with disabilities: Highlighting, note taking, planning, and writing expository texts. Assessment for Effective Intervention, 34, 147-161.
14. Henning, M. A., & Shulruf, B. (2011). Academic achievement: Changes in motivational beliefs and self-regulated learning strategies over time. Psychologia, 54 (3), 135-144.
15. Hurk Van Den, M. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7 (2), 155-169, doi: 10.1177/1469787406064752
16. Israel, E. (2007). Self-regulation Instruction, Science Achievement and Self-efficacy (Unpublished doctoral dissertation). Dokuz Eylul University, Institute of Education Sciences, Izmir.
17. Kert, S. B. (2008). The Effect of Electronic Performance Support System to Academic Success and Self-Regulationed Learning Asbilities (Unpublished doctoral dissertation). Anadolu University, Institute of Education Science, Eskisehir.
18. Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.
19. Kurbanoglu, N. I., & Akin, A. (2010). The relationships between university students' chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35 (8), 48-59.
20. Lau, S., & Roeser, R. W. (2002): Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8 (2), 139-162.
21. Lee, L. H. (1997). Goal orientation, goal setting, and academic performance in college students: An integrated model of achievement motivation in school settings. Dissertation Abstracts International, 59 (06), 1905A.
22. Loyens, S. M., Rikers, M. J., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445-462, doi: 10.1007/ s11251-008-9065-6.
23. Mayr, E. (2001) What makes biology unique Considerations on the autonomy of a scientific discipline Cambridge University Press. Available at: http://www.google.com.tr/books/. Accessed February, 13, 2012.
24. MONE (2006) Education statistics of Turkey 2005-2006. Available at: http://sgb.meb.gov.tr/ daireler/istatistik/ TURKIYE-EGITIM-ISTATISTIK LERI-2005-2006.pdf. Accessed January 12, 2011.
25. Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self- regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20, 682-686.
26. Pajares, F. (2003). Self-Efficacy Beliefs, Motivation, and Achievement in Writing: a Review of the Literature. Reading and Writing Quarterly, 19, 139-158.
27. Partin, M. L. The Clem Model: Path Analysis of The Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course (Unpublished doctoral dissertation). (2008). Graduate College of Bowling Green State University, OH.
28. Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 77, 3-24.
29. Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A Manual For the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning.
30. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
31. Purdie, N., & Hattie, J. (1996). The relationship between study skills and learning outcomes: A meta-analysis. Australian Journal of Education, 43, 72-86.
32. Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22 (2), 72-89.
33. Rahim, B., & Fariba, H. (2011). Study of the relationship between motivation beliefs and self- regulated learning strategies with procrastination in university students. Counseling Research and Development, 9 (36), 111-125.
34. Reyes, M. L. (2011). Domain specificity of motivation and learning strategies: Filipino science high school students' profiles in science and social studies. The Asia-Pasific Education Researcher, 20 (2), 308-321.
35. Roman, S., Cuestas, P. J., Fenollar, P. (2008). An examination of the interrelationships between self-esteem, others' expectations, family support, learning approaches and academic achievement. Studies in Higher Education, 33 (2), 12-23.
36. Schunk, D. H., & Ertmer, P. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Boekaerts, M., Pintrich, P. R., and Zeidner, M. (Eds.), Handbook of Self-Regulation, Academic Press, San Diego, CA, 631-649.
37. Stefanou, C. R., & Salisbury-Glennon, J. D. (2001). Developing motivation and cognitive learning strategies through an undergraduate learning community. Learning Environments Research, 5, 77-97.
38. Sungur, S., (2004). An Implementation of Problem Based Learning in High School Biology Courses. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
39. Sungur, S. (2011). Modeling the relationships among students' motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
40. Sungur, S., & Gungoren, S. (2009). The role of classroom environment perceptions in self- regulated learning and science achievement. Elementary Education Online, 8 (3), 883-900.
41. Tobias, S. (2006). The importance of motivation, metacognition, and help seeking in web-based learning. In H. O'Neil, & R. Perez (Eds.), Web-Based Learning: Theory, Research, and Practice (pp. 203-220)Lawrence Erlbaum Associates, Inc., Publishers.
42. Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21, 345-362.
43. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition Learning, 1, 3-14.
44. Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89-109.
45. Vierra A. L.(2011) Interactive LISREL in Practice. Getting Started With a SIMPLIS ApproachAvailable at http://avax-home.ws/ebooks/science-books/math/3642180434LISREL.html Accessed September, 20, 2011.
46. Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Path-ways to achievement. Metacognition Learning, 30, 123-146.
47. Warr, P., & Downing, J. (2000). Learning strategies, learning anxiety, and knowledge acquisition. British Journal of Psychology, 91, 311-333.
48. Weinstein, C. E., & Mayer, R. E. (1986) The Teaching of learning strategies. In M. & Wittrock, Ed. Handbook of Research on Teaching, 315-327. New York: Macmillan.
49. Wilson, J., & Clarke, D. (2004). Towards the modelling of mathematical metacognition. Mathematics Education Research Journal, 16 (2), 25-48.
50. Yang, M. (2005). Investigating the structure and the pattern in self-regulated learning by high school students. Asia Pasific Education Review, 6, 162-169.
51. Yoon, C. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53, 203-216.
52. Zimmerman, B. J., & Risemberg, R. (1994). Investigating self-regulatory processes and perceptions of self-efficacy in writing by college students. In P. R. Pintrich, D.R. Brown, & C. E. Weinstein, (Eds.), Student Motivation, Cognition, and Learning (pp. 239-256). Hillsdale, NJ: Lawrence Erlbaum