A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies
1
Faculty Member, University of Yazd; e-mail: barzegar6003@yahoo.com
2
Associate Professor, Allameh Tabataba’i University
3
Assistant Professor, Allameh Tabataba’i University
Abstract
The purpose of this study was to investigate the impact of epistemological beliefs and perception of constructivist learning environment on chemistry performance through the mediation of academic self-efficacy and high-level cognitive strategies. Forthispurpose, 646high school students (318 male, 328 female) were chosen through cluster random sampling method and completed a questionnaire of epistemological beliefs, perception of constructivist learning environment, academic self-efficacy, and high-level cognitive strategies scales.The structural modeling analysis indicated that epistemological beliefs and perception of constructivist learning environment had a direct and significant impact on chemistry performance, and the result indicated that relationships between epistemological beliefs and perception of constructivist learning environment with chemistry performance was mediated by academic self-efficacy and high-level cognitive strategies. In this model, all regression weights were statistically significant and predictors explained 0.75% variance of chemistry performance. In general, the results proved the direct and indirect impact of epistemological beliefs and perception of constructivist learning environment (through mediation of academic self-efficacy and high-level cognitive strategies) on chemistry performance.
کلانتری، خلیل. (1388). مدل سازی معادلات ساختاری در تحقیقات علوم اجتماعی و اقتصادی. تهران: فرهنگ صبا
نقش، زهرا؛ قاضی طباطبایی، محمود؛ طرخان، رضا علی. (1389). الگوی ساختاری رابطه خودکارآمدی، سودمندی ادراک شده و پیشرفت تحصیلی: بررسی نقش واسطهای یادگیری خود نظم بخش. فصلنامه تازه های علوم شناختی، شماره 48، ص، 36.
Barzegar Bafrou’i,K , Sa’dipour,E , Ebrahimi Qavam,S and Farrokhi,N A . (2012). A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies. Educational Psychology, 8(26), 178-211.
MLA
Barzegar Bafrou’i,K , , Sa’dipour,E , , Ebrahimi Qavam,S , and Farrokhi,N A . "A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies", Educational Psychology, 8, 26, 2012, 178-211.
HARVARD
Barzegar Bafrou’i K, Sa’dipour E, Ebrahimi Qavam S, Farrokhi N A. (2012). 'A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies', Educational Psychology, 8(26), pp. 178-211.
CHICAGO
K Barzegar Bafrou’i, E Sa’dipour, S Ebrahimi Qavam and N A Farrokhi, "A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies," Educational Psychology, 8 26 (2012): 178-211,
VANCOUVER
Barzegar Bafrou’i K, Sa’dipour E, Ebrahimi Qavam S, Farrokhi N A. A Model for Chemistry Students’ Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies. Educational Psychology. 2012;8(26):178-211 (In Persian).
