Genç, Murat2023-03-022023-03-022017Akıllı, 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), 599-611.1648-3898https://www.ceeol.com/search/article-detail?id=970035http://hdl.handle.net/11452/31283It 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.eninfo:eu-repo/semantics/closedAccessEducation & educational researchScience learning valueAttitude towards scienceSelf-efficacyLearning strategiesClassroom activitiesStructural equation model (SEM)Perceived self-efficacyAcademic-performanceMotivational beliefsConceptual changeStudents motivationContextual factorsAchievementMathematicsPatternsSchoolArticle0004085897000132-s2.0-85045462706599611164Education & educational researchConceptions of Learning; Undergraduate Student; Student Learning