Middle School Focus: Examining the Interplay between Middle School Students Achievement Goals and Self-Efficacy in a Technology-Enhanced Learning Environment
ARTICLE
Peggy Hsieh, Yunjoong Cho, Min Liu, Diane L. Schallert
American Secondary Education Volume 36, Number 3, ISSN 0003-1003
Abstract
Researchers have suggested that self-efficacy and goal orientation are context specific variables. However, few researchers have addressed these variables in technology-enhanced learning environments. This study examined changes in 549 middle school students' goal orientation, self-efficacy, and science knowledge after engaging in science learning in a technology rich environment. Also explored was how these motivational constructs interact to predict science achievement. Findings indicated that students' performance and self-efficacy increased significantly while the performance-approach and performance-avoidance goals significantly decreased. Findings also indicated that performance-avoidance goals moderated the relation between self-efficacy and science achievement, indicating that self-efficacy has positive influences
Citation
Hsieh, P., Cho, Y., Liu, M. & Schallert, D.L. (2008). Middle School Focus: Examining the Interplay between Middle School Students Achievement Goals and Self-Efficacy in a Technology-Enhanced Learning Environment. American Secondary Education, 36(3), 33-50. Retrieved March 19, 2024 from https://www.learntechlib.org/p/101553/.
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