Perceived teacher factors in relation to students’ achievementrelated outcomes in science classrooms in elementary school
Journal Title: European Journal of Science and Mathematics Education - Year 2015, Vol 3, Issue 2
Abstract
The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self?efficacy and behavioural engagement play on students’ science achievement in elementary school science classrooms. The potential relations of different levels of perceived teacher factors with students’ achievement?related outcomes were also investigated. A total of 138 fourthand fifth?grade students in Istanbul, Turkey were participated in the study. The data was analysed using hierarchical regression, univariate and post hoc analyses. Findings showed that PTAS, academic anxiety and academic self?efficacy were the significant predictors of students’ science achievement in elementary school classrooms, controlling for gender and grade level. Students grouped in High PTAS/High PTMGO outperformed students in other groups and reported significantly greater sense of belonging, higher academic enjoyment, lower academic anxiety, greater academic selfefficacy and behavioural engagement and received higher science grades compared to students grouped in Low PTAS/Low PTMGO. Implications for research and school practice are discussed.
Authors and Affiliations
Gönül Sakız| Department of Elementary Education, Marmara University, Istanbul, TURKEY For correspondence: gonul.sakiz@marmara.edu.tr
Keywords
Related Articles
- EP ID EP8059
- DOI -
- Views 415
- Downloads 26
Inquiry based learning and meaning generation through modelling on geometrical optics in a constructionist environment
The central roles that modelling plays in the processes of scientific enquiry and that models play as the outcomes of that enquiry are well established (Gilbert & Boulter, 1998). Besides, there are considerable similarit...
Primary school teachers’ interviews regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)
Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students’ learnin...
Arterial tonometry in the classroom
The study of hemodynamic physiology utilizing traditional methods presents many challenges and limitations to educators. The goal of the educator is to provide the student with an adequate understanding of the basic hemo...
Enhancing laos students’ understanding of nature of science in physics learning about atom for peace
This paper aimed to study of Grade 12 students’ understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongp...
Introducing new material for a standardized exam: a controlled, prospective, double-blinded test of student learning
Do multiple choice unit tests reflect what students have learned during the unit? The day before the administration of a county?mandated multiple choice test, two classes were shown a topic they had not previously seen,...