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Influences of Motivational Climate, Achievement Goals, and Learning Strategies on Science Achievement  

Noh, Tae-Hee (Seoul National University)
Kim, Kyung-Sun (Seoul National University)
Park, Hyun-Ju (Seoul National University)
Jeon, Kyung-Moon (Gwangju National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.2, 2006 , pp. 232-238 More about this Journal
Abstract
This study examined how motivational climate, achievement goals, and learning strategies jointly contributed to science achievement through path analysis of 260 middle school students. The results showed that only deep learning strategy had a significant direct effect on science achievement. The promotion of learning by science teachers and the pursuit of progress by peers had the mediational pathways linking task goal and deep learning strategy on science achievement. The pursuit of progress and the promotion of the comparison by peers influenced science achievement via deep learning strategy. The promotion of the comparison by peers also influenced deep learning strategy via performance-goal, which in turn influenced science achievement. These results indicated that the learning strategies had a direct effect and motivational climate or achievement goals had an indirect effect on science achievement. Our findings lead us to expect that the effective instructional method to improve students' science achievement is the one that impact both cognitive and motivational functioning.
Keywords
motivational climate; achievement goal; learning strategy; science achievement;
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