Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement
The present study was conducted to examine the mediational role of achievement goal orientations and learning approach on the relation between epistemological beliefs about science and students' science achievement. This study was carried in the form of a survey, using questionnaires as a met...
Saved in:
Main Authors: | , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
2018
|
Subjects: | |
Online Access: | http://eprints.unisza.edu.my/6350/1/FH02-FSSG-18-14625.pdf http://eprints.unisza.edu.my/6350/ |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my-unisza-ir.6350 |
---|---|
record_format |
eprints |
spelling |
my-unisza-ir.63502022-03-17T02:27:22Z http://eprints.unisza.edu.my/6350/ Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement Mohamad Hafis, Amat Simin Fonny, Hutagalung Wong, Su Lee Chew, Fong Peng LB Theory and practice of education The present study was conducted to examine the mediational role of achievement goal orientations and learning approach on the relation between epistemological beliefs about science and students' science achievement. This study was carried in the form of a survey, using questionnaires as a method of data collection. A total of 302 students (168 males, 134 females) between the age of 15-16 years old in Pahang, Malaysia participated in the study. Structure Equation Mode (SEM) was used to validate the proposed model. The result showed that epistemology beliefs exert a significant direct effect on science achievement. Mastery goals mediated the relationship between source and science achievement. Mastery, performance, and avoidance goals also mediated the relationship between certain and science achievement significantly. Mastery and avoidance goals mediated the relationship between development and science achievement. For the mediation role of learning approach, deep approach mediated the relationship between source and science achievement and also mediated the relationship between justification and science achievement. The result also showed that there are no significant differences 2018-08 Article PeerReviewed text en http://eprints.unisza.edu.my/6350/1/FH02-FSSG-18-14625.pdf Mohamad Hafis, Amat Simin and Fonny, Hutagalung and Wong, Su Lee and Chew, Fong Peng (2018) Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement. Advanced Science Letters, 24 (7). pp. 5280-5288. ISSN 1936-6612 |
institution |
Universiti Sultan Zainal Abidin |
building |
UNISZA Library |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Sultan Zainal Abidin |
content_source |
UNISZA Institutional Repository |
url_provider |
https://eprints.unisza.edu.my/ |
language |
English |
topic |
LB Theory and practice of education |
spellingShingle |
LB Theory and practice of education Mohamad Hafis, Amat Simin Fonny, Hutagalung Wong, Su Lee Chew, Fong Peng Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
description |
The present study was conducted to examine the mediational role of achievement goal orientations and learning approach on
the relation between epistemological beliefs about science and students' science achievement. This study was carried in the
form of a survey, using questionnaires as a method of data collection. A total of 302 students (168 males, 134 females)
between the age of 15-16 years old in Pahang, Malaysia participated in the study. Structure Equation Mode (SEM) was used
to validate the proposed model. The result showed that epistemology beliefs exert a significant direct effect on science
achievement. Mastery goals mediated the relationship between source and science achievement. Mastery, performance, and
avoidance goals also mediated the relationship between certain and science achievement significantly. Mastery and
avoidance goals mediated the relationship between development and science achievement. For the mediation role of learning
approach, deep approach mediated the relationship between source and science achievement and also mediated the
relationship between justification and science achievement. The result also showed that there are no significant differences |
format |
Article |
author |
Mohamad Hafis, Amat Simin Fonny, Hutagalung Wong, Su Lee Chew, Fong Peng |
author_facet |
Mohamad Hafis, Amat Simin Fonny, Hutagalung Wong, Su Lee Chew, Fong Peng |
author_sort |
Mohamad Hafis, Amat Simin |
title |
Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
title_short |
Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
title_full |
Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
title_fullStr |
Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
title_full_unstemmed |
Epistemological Beliefs of Secondary School Students: Relation Goal Orientations, Learning Approaches, and Science Achievement |
title_sort |
epistemological beliefs of secondary school students: relation goal orientations, learning approaches, and science achievement |
publishDate |
2018 |
url |
http://eprints.unisza.edu.my/6350/1/FH02-FSSG-18-14625.pdf http://eprints.unisza.edu.my/6350/ |
_version_ |
1728056354579415040 |
score |
13.18916 |