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Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement.

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Title: Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement.
Authors: Kizilgunes, Berna, Tekkaya, Ceren, Sungur, Semra
Source: Journal of Educational Research. Mar/Apr2009, Vol. 102 Issue 4, p243-256. 14p. 2 Diagrams, 4 Charts.
Subjects: Self-efficacy in students, Academic motivation, Academic achievement, Theory of knowledge in children, Achievement motivation in children, Sixth grade (Education), Student attitudes
Abstract: The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be self-efficacious in their learning and were found to have higher levels of learning- and performance-goal orientations. In addition, although learning goal was positively related to meaningful learning, performance goal and self-efficacy were negatively related to the learning approaches. The direction of the relation between learning approaches and achievement was positive. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement.
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  Data: <searchLink fieldCode="AR" term="%22Kizilgunes%2C+Berna%22">Kizilgunes, Berna</searchLink><br /><searchLink fieldCode="AR" term="%22Tekkaya%2C+Ceren%22">Tekkaya, Ceren</searchLink><br /><searchLink fieldCode="AR" term="%22Sungur%2C+Semra%22">Sungur, Semra</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Mar/Apr2009, Vol. 102 Issue 4, p243-256. 14p. 2 Diagrams, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge+in+children%22">Theory of knowledge in children</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+motivation+in+children%22">Achievement motivation in children</searchLink><br /><searchLink fieldCode="DE" term="%22Sixth+grade+%28Education%29%22">Sixth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be self-efficacious in their learning and were found to have higher levels of learning- and performance-goal orientations. In addition, although learning goal was positively related to meaningful learning, performance goal and self-efficacy were negatively related to the learning approaches. The direction of the relation between learning approaches and achievement was positive. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=36419491
RecordInfo BibRecord:
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        Value: 10.3200/JOER.102.4.243-256
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 243
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      – SubjectFull: Self-efficacy in students
        Type: general
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Theory of knowledge in children
        Type: general
      – SubjectFull: Achievement motivation in children
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      – SubjectFull: Sixth grade (Education)
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      – SubjectFull: Student attitudes
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      – TitleFull: Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement.
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            NameFull: Sungur, Semra
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              Text: Mar/Apr2009
              Type: published
              Y: 2009
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