The relationship between epistemic and motivational beliefs and student engagement in chemistry

Stanković, Katarina. (2015). The relationship between epistemic and motivational beliefs and student engagement in chemistry. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Pavlin-Bernardić, Nina and Rovan, Daria].

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Abstract

The aim of this study was to examine the relationship between epistemic and motivational beliefs and student engagement in chemisty. Expectancy-value model developed by Wigfield and Eccles (2000) was used as a theoretical framework. Participants were 346 second-year and third-year high school students. Instruments assessing student engagement, epistemic beliefs (certainty and justification), students' self-efficacy beliefs, self-regulatory efficacy, and subjective task values were used in this study. Subjective task value and self-regulatory efficacy were identified as significant predictors of cognitive engagement and behavioral engagement: higher values on those scale predict higher values on cognitive engagement and behavioral engagement scale . Justification, subjective task value and self-regulatory efficacy emerged as significant predictors of positive emotional engagement: the higher values on those scales, the higher estimated positive emotional engagement. Higher values on self – efficacy beliefs and certainty scale predicted higher negative emotional engagement. The results have shown a significant contribution of epistemic and motivational beliefs in prediction of student engagement in chemistry. Predictor variables have shown greatest cotnribution in explaining positive emotional engagement, and smallest contribution in predicting negative emotional engagement.

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