Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling
DOI:
https://doi.org/10.52634/mier/2020/v10/i2/1343Keywords:
Chemistry Motivations, Achievement Goal Orientations, Classroom Engagement, Positive Teacher Behaviours, Structural Equation Modeling.Abstract
The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.
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Published
2020-11-01
How to Cite
Fatma Alkan. (2020). Investigating the Relationships Among Students’ Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling. MIER Journal of Educational Studies Trends and Practices, 10(2), 188–205. https://doi.org/10.52634/mier/2020/v10/i2/1343
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Copyright (c) 2021 Fatma Alkan
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Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students' self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Reserach in Science and Technological Education, 34(3), 307–324.
C?vaba?, T. (2019). Exploring the relationship between the middle school students' interaction with their teachers and their classroom engagement and success. Unpublished Master Thesis, Institute of Social Sciences, Ça? University, Mersin.
Cinches, M.F.C.C., Russell, R.L.V., Chavez, J.C., & Ortiz, R.O. (2017). Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research in South East Asia, 15(1), 5-19.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer Science.
Çelik, S., Öreno?lu Toraman, S., & Çelik, K. (2018). The relation of student achievement with course attendance and teacher immediacy. University Kastamonu Education Journal, 26(1), 209-217.
DeShon, R.P., & Gillespie, J.Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127.
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501.
Ferrell, B., Phillips, M. M., & Barbera, J. (2016). Connecting achievement motivation to performance in general chemistry. Chemistry Education Research and Practice, 17, 1054-1066.
Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). Boston, MA: McGraw Hill.
Glynn, M.S., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146.
González, A., & Paoloni, P. V. (2015). Engagement and performance in physics: The role of class ?nstructional strategies, and student's personal and situational ?nterest. Revista de Psicodidáctica, 20(1), 25-45.
Güzel, H. (2017). Investigation of the perceptions of high school students towards unfavorable teacher behaviours. Selçuk University the Journal of Institute of Social Sciences, 38, 209-220.
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1–10.
?lhan, N., Y?ld?r?m, A., & Sadi Y?lmaz, S. (2012). Chemistry motivation questionnaire: The study of validity and reliability. Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 297-310.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38.
Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50–67.
Karagözo?lu, G. (2003). E?itim sistemimizde ö?retmen yeti?tirme politikam?za genel bir bak??, e?itimde yans?malar[An overview of our teacher training policy in our education system, reflections in education]: VII Teacher Training Symposium in Contemporary Education Systems, Cumhuriyet University Cultural Center.
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Núñez, J.L., & León, J. (2018). Testing the relationships between global, contextual, and situational motivation: A longitudinal study of the horizontal, top-down, and bottom-up effects. Revista De Psicodidáctica, 23, 9–16.
Núñez, J.L., & León, J. (2019). Determinants of classroom engagement: A prospective test based on self-determination theory. Teachers and Teaching, 25(2), 147-159.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
Russell, B. & Slater, G.RL. (2011). Factors that encourage student engagement: Insights from a case study of the 'first time' students in a New Zealand university. Journal of University Teaching and Learning Practice, 8(1), 115.
Sever, M., Ulubey, Ö., Toraman, Ç., & Türe, E. (2014). An analysis of high school students' classroom engagement in relation to various variables. Education and Science, 39(176), 183-198.
Soydal, G. (2006). Student nations about the effects of the positive behaviours of the teacher to the student`s success in intermediate education. Unpublished Master's thesis, Gazi University Institute of Education Sciences, Ankara.
Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (5th Ed.) Allyn and Bacon.
Ta?p?nar, M. (2002). Ögretmenlik mesle?i [Teaching profession]. Ankara: Elaz?g University Press.
T?lfarl?o?lu, F., & Ak?l, E. (2012). Effective teachers' behaviour in ELT from students' perspectives. Electronic Journal of Social Sciences, 11(41), 116130.
Tian, L., Yu, T., & Huebner, E.S. (2017). Achievement Goal Orientations and Adolescents' Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions. Frontiers in Psychology, 8(37), 1-11. doi: 10.3389/fpsyg.2017.00037.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266.
Tuyan, S. (2017). Questionnaire on teacher-student ?nteraction (QTI) as a instrument to measure teachers' and students' perceptions in EFL classes in higher education. Journal of Çukurova University Institude of Social Sciences, 26(1), 186-200.
Ünal, C. (1981). A study on the psychology of general attitudes or values. Ankara: AÜDTCF Press.
Varga, M. (2017). The effect of teacher-student relationships on the academic engagement of students. Unpublished Master's thesis, Graduate Programs in Education, Goucher College, Baltimore, MD.
Vedder ?Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48(2), 199-216.
Vijayan, P., Chakravarthi, S. & Philips, J. A. (2016). The role of teachers' behaviour and strategies in managing a classroom environment. International Journal of Social Science and Humanity, 6(3), 208-215.
Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement ?nventory. School Psychology Quarterly, 29(4), 517-535.
Wang, M., Chow, A., Degol, J.L., & Eccles, J.S. (2017). Does everyone's motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents' achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46, 1821–1838.
You, S. H., Kim, K., Black, K., & Min, K. W. (2018). Assessing science motivation for college students: Validation of the science motivation questionnaire II using the rasch-andrich rating scale model. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 11611173.
Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283-302). New York: Springer.
Ak?n, A., & Çetin, B. (2007). Achievement goal orientations scale: Validity and reliability study. Eurasian Journal of Educational Research, 26, 1-12.
Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students' self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Reserach in Science and Technological Education, 34(3), 307–324.
C?vaba?, T. (2019). Exploring the relationship between the middle school students' interaction with their teachers and their classroom engagement and success. Unpublished Master Thesis, Institute of Social Sciences, Ça? University, Mersin.
Cinches, M.F.C.C., Russell, R.L.V., Chavez, J.C., & Ortiz, R.O. (2017). Student engagement: Defining teacher effectiveness and teacher engagement. Journal of Institutional Research in South East Asia, 15(1), 5-19.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY: Springer Science.
Çelik, S., Öreno?lu Toraman, S., & Çelik, K. (2018). The relation of student achievement with course attendance and teacher immediacy. University Kastamonu Education Journal, 26(1), 209-217.
DeShon, R.P., & Gillespie, J.Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127.
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501.
Ferrell, B., Phillips, M. M., & Barbera, J. (2016). Connecting achievement motivation to performance in general chemistry. Chemistry Education Research and Practice, 17, 1054-1066.
Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). Boston, MA: McGraw Hill.
Glynn, M.S., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146.
González, A., & Paoloni, P. V. (2015). Engagement and performance in physics: The role of class ?nstructional strategies, and student's personal and situational ?nterest. Revista de Psicodidáctica, 20(1), 25-45.
Güzel, H. (2017). Investigation of the perceptions of high school students towards unfavorable teacher behaviours. Selçuk University the Journal of Institute of Social Sciences, 38, 209-220.
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1–10.
?lhan, N., Y?ld?r?m, A., & Sadi Y?lmaz, S. (2012). Chemistry motivation questionnaire: The study of validity and reliability. Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 297-310.
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38.
Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50–67.
Karagözo?lu, G. (2003). E?itim sistemimizde ö?retmen yeti?tirme politikam?za genel bir bak??, e?itimde yans?malar[An overview of our teacher training policy in our education system, reflections in education]: VII Teacher Training Symposium in Contemporary Education Systems, Cumhuriyet University Cultural Center.
Koçak, C., & Önen, A.S. (2011). First steps in teaching profession. Determining students' attitudes towards the course on introduction to education. Pamukkale University Journal of Education, 29, 59-72.
Kuh, G., Cruce, T.M., Shoup, R. & Kinzie, J. (2008). Unmasking the effects of student engagement on first year college grades and persistence. The Journal of Higher Education, 79(5), 540-563.
Leoanak, S. P. P., & Amalo, B. K. (2018). Teacher's behaviour towards students' motivation practice. SHS Web of Conferences, 42, 00078.
Mente?, C. (2011). The relationship between level of 5th grade primary students' trust in teachers and level of attendance to the lessons. (Master's thesis), Abant ?zzet Baysal University, Institute of Social Sciences, Bolu.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L.H., Anderman, E., & Roeser, R.W. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23(2), 113-131.
Núñez, J.L., & León, J. (2018). Testing the relationships between global, contextual, and situational motivation: A longitudinal study of the horizontal, top-down, and bottom-up effects. Revista De Psicodidáctica, 23, 9–16.
Núñez, J.L., & León, J. (2019). Determinants of classroom engagement: A prospective test based on self-determination theory. Teachers and Teaching, 25(2), 147-159.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
Russell, B. & Slater, G.RL. (2011). Factors that encourage student engagement: Insights from a case study of the 'first time' students in a New Zealand university. Journal of University Teaching and Learning Practice, 8(1), 115.
Sever, M., Ulubey, Ö., Toraman, Ç., & Türe, E. (2014). An analysis of high school students' classroom engagement in relation to various variables. Education and Science, 39(176), 183-198.
Soydal, G. (2006). Student nations about the effects of the positive behaviours of the teacher to the student`s success in intermediate education. Unpublished Master's thesis, Gazi University Institute of Education Sciences, Ankara.
Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (5th Ed.) Allyn and Bacon.
Ta?p?nar, M. (2002). Ögretmenlik mesle?i [Teaching profession]. Ankara: Elaz?g University Press.
T?lfarl?o?lu, F., & Ak?l, E. (2012). Effective teachers' behaviour in ELT from students' perspectives. Electronic Journal of Social Sciences, 11(41), 116130.
Tian, L., Yu, T., & Huebner, E.S. (2017). Achievement Goal Orientations and Adolescents' Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions. Frontiers in Psychology, 8(37), 1-11. doi: 10.3389/fpsyg.2017.00037.
Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266.
Tuyan, S. (2017). Questionnaire on teacher-student ?nteraction (QTI) as a instrument to measure teachers' and students' perceptions in EFL classes in higher education. Journal of Çukurova University Institude of Social Sciences, 26(1), 186-200.
Ünal, C. (1981). A study on the psychology of general attitudes or values. Ankara: AÜDTCF Press.
Varga, M. (2017). The effect of teacher-student relationships on the academic engagement of students. Unpublished Master's thesis, Graduate Programs in Education, Goucher College, Baltimore, MD.
Vedder ?Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48(2), 199-216.
Vijayan, P., Chakravarthi, S. & Philips, J. A. (2016). The role of teachers' behaviour and strategies in managing a classroom environment. International Journal of Social Science and Humanity, 6(3), 208-215.
Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement ?nventory. School Psychology Quarterly, 29(4), 517-535.
Wang, M., Chow, A., Degol, J.L., & Eccles, J.S. (2017). Does everyone's motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents' achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46, 1821–1838.
You, S. H., Kim, K., Black, K., & Min, K. W. (2018). Assessing science motivation for college students: Validation of the science motivation questionnaire II using the rasch-andrich rating scale model. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 11611173.
