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Modelling the effects of selected affective factors on learning strategies and classroom activities in science education

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dc.contributor.authorGenç, Murat
dc.contributor.buuauthorAkıllı, Mustafa
dc.contributor.departmentEğitim Fakültesi
dc.contributor.departmentTemel Eğitim Bölümü
dc.contributor.researcheridAAI-2203-2021
dc.contributor.scopusid36194846200
dc.date.accessioned2023-03-02T06:06:14Z
dc.date.available2023-03-02T06:06:14Z
dc.date.issued2017
dc.description.abstractIt is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students' answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett's tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL. At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities.
dc.description.sponsorshipDüzce Üniversitesi BAP 2016.10.02.513
dc.identifier.citationAkıllı, M. ve Genç, M. (2017). ''Modelling the effects of selected affective factors on learning strategies and classroom activities in science education''. Journal of Baltic Science Education, 16(4), 599-611.
dc.identifier.endpage611
dc.identifier.issn1648-3898
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85045462706
dc.identifier.startpage599
dc.identifier.urihttps://www.ceeol.com/search/article-detail?id=970035
dc.identifier.urihttp://hdl.handle.net/11452/31283
dc.identifier.volume16
dc.identifier.wos000408589700013
dc.indexed.wosSCIE
dc.language.isoen
dc.publisherSci Methodical Ctr-Sci Educologica
dc.relation.collaborationYurt içi
dc.relation.journalJournal of Baltic Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEducation & educational research
dc.subjectScience learning value
dc.subjectAttitude towards science
dc.subjectSelf-efficacy
dc.subjectLearning strategies
dc.subjectClassroom activities
dc.subjectStructural equation model (SEM)
dc.subjectPerceived self-efficacy
dc.subjectAcademic-performance
dc.subjectMotivational beliefs
dc.subjectConceptual change
dc.subjectStudents motivation
dc.subjectContextual factors
dc.subjectAchievement
dc.subjectMathematics
dc.subjectPatterns
dc.subjectSchool
dc.subject.scopusConceptions of Learning; Undergraduate Student; Student Learning
dc.subject.wosEducation & educational research
dc.titleModelling the effects of selected affective factors on learning strategies and classroom activities in science education
dc.typeArticle
dc.wos.quartileQ4
dspace.entity.typePublication
local.contributor.departmentEğitim Fakültesi/Temel Eğitim Bölümü
local.indexed.atScopus
local.indexed.atWOS

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