This study aimed to investigate the role of students' classroom learning environment perceptions and teacher effectiveness in 7th grade students' self-regulation in science classes. Students' self-regulation was examined in terms of self-efficacy, achievement goals, and metacognitive strategy use which constitute important components of…

This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students' science achievement to the existing literature. More specifically, the present article examined students' science achievement in relation to their…

Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students' science achievement. Purpose: This study examines the…

This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and…

The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…

This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a…

In this study, a path model was utilised to model the relationships among motivational beliefs, metacognitive strategy use, and effort regulation in science courses. There were 391 high-school students participating in the study. The Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs, metacognitive…

In this study, the contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions was investigated. Fifty-eight college students participated in the study. A modified version of the Approaches to Learning Instrument, the Self-Efficacy Scale, and the Metacognitive Awareness…