The relationship between personal epistemology and self-regulation among Turkish elementary school students

被引：9
|
作者：
Alpaslan, Muhammet Mustafa [1 ]
机构：
[1] Mugla Sitki Kocman Univ, Dept Secondary Sci & Math Educ, TR-48000 Kotekli Mah, Mugla, Turkey
来源：
JOURNAL OF EDUCATIONAL RESEARCH | 2017年 / 110卷 / 04期
关键词：
Metacognition; motivation; personal epistemology; science achievement; self-regulated learning; METACOGNITIVE STRATEGY USE; LEARNING BIOLOGY; COLLEGE-STUDENTS; BELIEFS; MOTIVATION; ACHIEVEMENT; KNOWLEDGE;
D O I：
10.1080/00220671.2015.1108277
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：405 / 414
页数：10
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