Investigating the predictive relations between self-efficacy and achievement goals on procedural and conceptual science learning

Self-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivati...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2023-09, Vol.116 (5), p.241-253
Main Authors: Boden, Kelly, Kuo, Eric, Nokes-Malach, Timothy J., Wallace, Tanner, Menekse, Muhsin
Format: Article
Language:English
Subjects:
Academic achievement
Achievement goals
conceptual
Elementary school students
Motivation
Problem solving
procedural
Science education
Self concept
Self-efficacy
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Summary:Self-efficacy and achievement goals represent two extensively researched motivational factors in education and have been related to numerous academic outcomes. However, little is known about how they relate to different types of problem-solving. Furthermore, while prior work has found these motivational factors are related, less work has examined them over time, during learning, and controlling for prior knowledge. The current study investigated the relations between these motivational constructs and procedural and conceptual problem-solving in middle school science. Sixth-grade science students' self-efficacy and achievement goals were surveyed along with procedural and conceptual problem-solving before and after instruction. Results revealed students' self-efficacy was positively correlated with both procedural and conceptual posttest performance. However, controlling for prior knowledge, self-efficacy only predicted conceptual performance. No relations were found between achievement goals and procedural or conceptual problem-solving. Additionally, results found that changes in mastery-approach goals were positively related to changes in self-efficacy beliefs.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2023.2251415