Examination of the Self-Regulated Learning Processes for Low and High Achievers in Biology

This study aimed at comparing high and low achievers with respect to various self-regulated learning processes. For the specified purpose, 252 Turkish high school students were administered the Motivated Strategies for Learning Questionnaire. Results indicated that there were significant mean differences between high and low achievers with respect to various motivational (i.e., intrinsic goal orientation, extrinsic goal orientation, self-efficacy, test anxiety) and cognitive-behavioral (i.e., meta-cognitive self-regulation, effort regulation and help seeking) processes. In addition, regardless of the achievement level of the students, intrinsic goal orientation, task value, and self-efficacy were found to be significantly linked to various cognitive and behavioral processes of self-regulated learning

Multilevel Investigation of Students' Self-regulation Processes in Learning Science: Classroom Learning Environment and Teacher Effectiveness

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 self-regulation. The relations of students' perceived classroom learning environment (i.e. student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity) and teacher effectiveness (i.e. teachers' beliefs, characteristics, and occupational well-being) to students' self-regulation were tested by conducting separate HLM analyses considering the nested structure of the data. To select a nationally representative sample, two-stage random sampling approach was used. Data were collected from 372 science teachers and their 8198 seventh grade students in Turkey. Results indicated that perceived classroom learning environment variables were good predictors of students' self-regulation in learning science. Among the learning environment variables, the task orientation appeared to be the most powerful predictor. Additionally, teacher variables were found to have direct relations with students' self-regulation and moderate the relationships between learning environment and self-regulation variables

Predicting Science Engagement with Motivation and Teacher Characteristics: a Multilevel Investigation

The purpose of this study was to investigate the student and teacher-level predictors of Turkish middle school students' engagement in science classes. Students' engagement was examined in terms of agentic, behavioral, cognitive, and emotional engagement. The participants of the study were 134 Turkish science teachers and their 3394 grade 7 students. Separate multilevel models were specified for each dimension of students' science engagement. Results of the HLM analyses indicated that dimensions of students' science engagement were significantly predicted mostly by the student-level variables including science self-efficacy, mastery approach and avoidance goals, and performance approach goals. Teacher-level variables were influential only on the cognitive and emotional engagement. There were also cross-level interactions in predicting science engagement. Results were discussed in the light of related literature

A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers

Background Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment. Aims Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers’ energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers’ self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively. Samples The samples comprised 586 Canadian and 595 Australian teachers. Methods Data on teachers’ multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers’ burnout and Australian teachers’ job satisfaction were collected. Results Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers’ multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles. Conclusions The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs

Developing SENSES:Student Experience of Non-Shared Environment Scales

<div><p>Twin and adoption studies find that non-shared environmental (NSE) factors account for variance in most behavioural traits and offer an explanation for why genetically identical individuals differ. Using data from a qualitative hypothesis-generating study we designed a quantitative measure of pupils’ non-shared experiences at the end of formal compulsory education (SENSES: Student Experiences of Non-Shared Environment Scales). In <i>Study 1</i> SENSES was administered to <i>n</i> = 117 16–19 year old twin pairs. Exploratory Factor Analysis yielded a 49-item 10 factor solution which explained 63% of the variance in responses. SENSES showed good internal consistency and convergent and divergent validity. In <i>Study 2</i> this factor structure was confirmed with data from <i>n</i> = 926 twin pairs and external validity was demonstrated via significant correlations between 9 SENSES factors and both public examination performance and life satisfaction. These studies lend preliminary support to SENSES but further research is required to confirm its psychometric properties; to assess whether individual differences in SENSES are explained by NSE effects; and to explore whether SENSES explains variance in achievement and wellbeing.</p></div