Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 2, Article 1 (Dec., 2015)
Melike HIDIROĞLU and Semra SUNGUR
Predicting seventh grade students’ engagement in science by their achievement goals

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Predicting seventh grade students’ engagement in science by their achievement goals

 

Melike HIDIROĞLU
Hasan Kalyoncu University, Faculty of Education, Department of Primary School Teacher Education, TURKEY

Semra SUNGUR*
Middle East Technical University, Faculty of Education, Department of Elementary
Education, Ankara, TURKEY
*Corresponding author. E-mail: ssungur@metu.edu.tr

Received 14 Oct., 2015
Revised 3 Dec., 2015

Contents

Abstract

The aim of this study was to examine how well seventh grade students’ engagement in science can be predicted by their achievement goals. For the specified purpose, a correlational research design was utilized. Data were obtained from 153 seventh grade students through administration of Achievement Goal Questionnaire and Engagement Questionnaire. Results from a series of multiple regression analysis revealed that mastery approach goals were significantly and positively related to all aspects of engagement in science. In addition, mastery avoidance goals were found to be positively associated with cognitive engagement. Based on the results, some specific suggestions were made to create learning environments conducive to adoption of mastery approach goals in science classes. 

Keywords: achievement goals, engagement, science

 

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