Influence of psychosocial classroom environment on students' motivation and self-regulation in science learning : a structural equation modeling approach

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science ta...

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Bibliographic Details
Published in:Research in science education (Australasian Science Education Research Association) 2013-04, Vol.43 (2), p.507-527
Main Authors: Velayutham, Sunitadevi, Aldridge, Jill M.
Format: Article
Language:English
Subjects:
Australia
Classroom Environment
Education
Foreign Countries
Goal Orientation
Grade 10
Grade 8
Grade 9
Independent study
Instructional Effectiveness
Learning environment
Lower secondary years
Predictor Variables
Psychosocial influences
Questionnaires
Science Education
Science Instruction
Secondary education
Secondary school science
Secondary school students
Self Efficacy
Self Management
Structural Equation Models
Student Attitudes
Student Motivation
Year 10
Year 8
Year 9
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Summary:The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilised to validate the questionnaires and to investigate the hypothesised relationships. Structural Equation Modelling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self- regulation in science learning. [Author abstract]
ISSN:0157-244X
1573-1898
DOI:10.1007/s11165-011-9273-y