Rebić, Maja.
(2013).
Goal orientation and learning strategies chemistry in elementary school.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to examine how intrinsic and extrinsic goal orientation and gender predict the choice of certain types of learning strategies (cognitive, metacognitive and resource management strategies) of chemistry subject in elementary school. The participants were 258 seventh and eighth grade students from three elementary schools. We used several scales adapted for this study from the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia and McKeachie, 1991):intrinsic goal orientation, extrinsic goal orientation, rehearsal, elaboration, organization, critical thinking, time and study environment, help seeking, peer learning, effort regulation and metacognitive self-regulation. Data show was used to obtain that resource management strategies are used less than the cognitive and metacognitive strategies. Hierarchical regression analysis was used to examine the impact of these independent variables on selection of the type of learning strategies. Predictor variables in the case of cognitive strategies explained: rehearsal- 41.12% of the variance, elaboration- 50%, organization- 46.8% and critical thinking- 48.2%. Furthermore, the resource management strategies predictor variables explain: for the time and study environment-31% of variance, 38.1% of peer learning, help seeking- 23.3% and effort regulation - 40.5%. Finally, the predictor variables explained 52.5% of the variance of metacognitive self-regulation. Girls with higher intrinsic motivation use a greater number of cognitive and metacognitive strategies and resource management strategies.
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