Browse > Article
http://dx.doi.org/10.14697/jkase.2014.34.5.0491

An Analysis of Structural Relationship Among the Attitude Toward Science, Science Motivation, Self-Regulated Learning Strategy, and Science Achievement in Middle School Students  

Lee, Jungsoo (Ewha Womans University)
Chung, Younglan (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.5, 2014 , pp. 491-497 More about this Journal
Abstract
The purpose of this study is to investigate the structural relationships among the attitude toward science and science motivation such as affective characteristics, and self-regulated learning strategy such as cognitive factor of science achievement. 853 middle school students residing in Seoul completed questionnaires about attitude toward science, science motivation, and self-regulated learning strategy. The sample variance-covariance matrix was analysed using AMOS 20.0, and a maximum likelihood minimization function. The results are as follows: First, attitude toward science, science motivation and self-regulated learning strategy of middle school students were all found to have a significant direct effect on science achievement. Second, attitude toward science and science motivation in middle school students has a direct effect on the self-regulated learning strategy. Third, attitude toward science in middle school students has a substantial indirect effect on science achievement mediated by their self-regulated learning strategy. Forth, science motivation in middle school students has indirect effect on science achievement mediated by their self-regulated learning strategy. Therefore, in order to improve science achievement among middle school students, teachers should consider synthetically the affective characteristics such as attitude toward science and science motivation, and cognitive factor such as self-regulated learning strategy.
Keywords
attitude toward science; science motivation; self-regulated learning strategy; science achievement;
Citations & Related Records
Times Cited By KSCI : 8  (Citation Analysis)
연도 인용수 순위
1 Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.   DOI   ScienceOn
2 Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.   DOI   ScienceOn
3 Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.   DOI
4 Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.   DOI
5 Ministry of Education and Science Technology (MEST). (2011). Science curriculum. Ministry of Education and Human Resources Development Bulletin 2011-361.
6 Moon, S. (2009). Basic concepts and applications of structural equation modeling. Seoul: Hakjisa Publication Co.
7 Mun, B. (2011). The relationship among writing knowledge, motivation, self-regulated learning strategies and writing abilities. The Journal of Elementary Education, 24(1), 1-19.
8 Oliver, W. H.., Pettus, W. C., & Hedin, B. A. (1990). Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers. Journal of Research in Science Teaching, 27(4), 289-314.   DOI
9 Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.   DOI
10 Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: University of Michigan.
11 Zimmerman, B. J. (1990). Self-regulated learning and academic achievement. Educational Psychologist, 25(1), 3-17.   DOI
12 Ryou, K., Eom, W., & Choi, S. (2010). Effects of a self-regulated learning strategy in relation to academic self-efficacy, expectations of others, and academic achievements of middle and high school students. The Korean Journal of Educational Psychology, 24(3), 661-685.
13 Schunk, D. H., & Zimmerman, B. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
14 Song, I., & Park, S. (2000). A study on the relationship of goal orientation. Self-Regulated Learning, and Academic Achievement, 14(2), 29-64.
15 Keller, J. M. (1983). Motivational design of Instruction. In C. M. Reigeluth(Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates.
16 Kim, J., Jeong, J., Park, K., & Jeong, J. (2005). The effects of STS instruction using ARCS strategies on 5th graders' learning motivation and scientific attitude. Journal of the Korean Earth Science Society, 26(3), 175-182.   과학기술학회마을
17 Kim, M., & Han, K. (2008). An analysis of structural equation model on the scientific problem finding ability of the scientifically gifted based on science related attitude, motivation, and self-regulation learning strategy. Journal of Gifted/Talented Education, 18(1), 23-52.
18 Kim, M., & Lee, K. (2003). The effect of self-regulated learning strategy on academic achievements and psychological characteristics. The Korean Journal of Counseling and Psychology, 15(3), 491-504.
19 Kline, R. B. (2011). Principle and practice of structural equation modeling (3rd ed). New York, NY: The Guilford Press.
20 Kim, S., & Seo, H. (2011). Self-regulated learning ability related to science inquiry skill and affective domain of science in middle school. Journal of Science Education, 35(2), 307-323.   DOI
21 Lee, J., & Kim, B. (1996). Structural analysis among science achievement, science process skills and affective perception toward science of high school students. Journal of the Korean Association for Research in Science Education, 16(3), 249-259.   과학기술학회마을
22 Lee, M., & Kim, K. (2004). Relationship between attitudes toward science and science achievement. Journal of the Korean Association for Research in Science Education, 24(2), 399-407.   과학기술학회마을
23 Lee, M., & Jeong, E. (2004). A study on factors in school science influencing students' attitudes toward science. Journal of the Korean Association for Research in Science Education, 24(5), 946-958.   과학기술학회마을
24 Jeon, K., Park, H., & Noh, T. (2006). The impact of motivational and cognitive variables on multiple-choice algorithmic chemistry problem solving: Achievement goal, perceived ability, learning strategy, and self-regulation. Journal of the Korean Association for Research in Science Education, 26(1), 1-8.   과학기술학회마을
25 Jeong, J. (1996). School learning and motivation. Seoul: Kyoyookbook Publication Co.
26 Jeong, M. (2008). The influence of the self-regulated learning strategies on students' scientific attitudes and inquiry motivation in laboratory activities in the 10th grade life unit. Biology Education, 36(3), 363-375.   DOI
27 Kang, I., & Kim, S. (1998). An instructional design and implementation by PBL: A case study of social studies in an elementary school classroom. The Korean Society for Educational Technology, 14(3), 1-31.
28 Jeong, S., Kim, B., Koo, I., & Park, J. (2010). Effects on scientific inquiry, scientific attitudes, and scientific achievement of experimental classes for kinetics unit using self-regulated learning strategy. Journal of the Korean Association for Research in Science Education, 30(6), 681-692.
29 Jo, S. (2011). The mediation effect of cognitive self-regulated learning strategy in the relationships between self-efficacy and achievement in science. Journal of the Korean Association for Research in Science Education, 31(6). 958-969.
30 Ju, D. (2005). The analysis of variable influencing the middle school: Evidence from TIMSS. Secondary Education Research, 53(2), 1-26.
31 Kang, S., Yang, J., & Yeau, S. (2002). Analysis of self-regulated learning ability and psychological learning environment which influence on science achievement of middle school students. Biology Education, 30(2), 190-196.
32 Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101(1), 51-69.   DOI   ScienceOn
33 Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.   DOI   ScienceOn
34 Dulski, R. E. (1992). Development of a factor analytic path model of the relationship between selected science-related attitudes in secondary school students (Doctoral dissertation). State University of New York at Buffalo. (UMI No. 9222051)
35 Bloom, B. S. (1976). Human characteristic and school learning. New York, NY: Mcgraw-Hill.
36 Blumenfeld, P. C., & Meece, J. L. (1998). Task factors, teacher behavior, and students' involvement and use of learning strategies in science. The Elementary School Journal, 88(3), 235-250.
37 Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. New York: Routledge.
38 Fraser, B. J. (1981). Test of science-related attitudes: Handbook, Australian Council for Education Research.
39 Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107.   DOI   ScienceOn
40 Glynn, S. M. Brickman, P. Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176.   DOI   ScienceOn
41 Ha, T., Shim, K., Kim, H., & Park, Y. (2008). Development of 4E&E learning cycle model using learning motivation for school science. Journal of the Korean Association for Research in Science Education, 28(6), 527-545.   과학기술학회마을