Publication:
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-2203-2021tr_TR
dc.contributor.scopusid36194846200tr_TR
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.en_US
dc.description.sponsorshipDüzce Üniversitesi BAP 2016.10.02.513tr_TR
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.en_US
dc.identifier.endpage611tr_TR
dc.identifier.issn1648-3898
dc.identifier.issue4tr_TR
dc.identifier.scopus2-s2.0-85045462706tr_TR
dc.identifier.startpage599tr_TR
dc.identifier.urihttps://www.ceeol.com/search/article-detail?id=970035
dc.identifier.urihttp://hdl.handle.net/11452/31283
dc.identifier.volume16tr_TR
dc.identifier.wos000408589700013
dc.indexed.scopusScopusen_US
dc.indexed.wosSCIEen_US
dc.language.isoenen_US
dc.publisherSci Methodical Ctr-Sci Educologicaen_US
dc.relation.collaborationYurt içitr_TR
dc.relation.journalJournal of Baltic Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergitr_TR
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducation & educational researchen_US
dc.subjectScience learning valueen_US
dc.subjectAttitude towards scienceen_US
dc.subjectSelf-efficacyen_US
dc.subjectLearning strategiesen_US
dc.subjectClassroom activitiesen_US
dc.subjectStructural equation model (SEM)en_US
dc.subjectPerceived self-efficacyen_US
dc.subjectAcademic-performanceen_US
dc.subjectMotivational beliefsen_US
dc.subjectConceptual changeen_US
dc.subjectStudents motivationen_US
dc.subjectContextual factorsen_US
dc.subjectAchievementen_US
dc.subjectMathematicsen_US
dc.subjectPatternsen_US
dc.subjectSchoolen_US
dc.subject.scopusConceptions of Learning; Undergraduate Student; Student Learningen_US
dc.subject.wosEducation & educational researchen_US
dc.titleModelling the effects of selected affective factors on learning strategies and classroom activities in science educationen_US
dc.typeArticle
dc.wos.quartileQ4en_US
dspace.entity.typePublication
local.contributor.departmentEğitim Fakültesi/Temel Eğitim Bölümütr_TR

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