The role of motivation between perceived teacher support and student engagement in science class
Yazarlar (3)
Prof. Dr. Yasemin Taş Atatürk Üniversitesi, Türkiye
Münevver Subaşı
Bartin Üniversitesi, Türkiye
Bartin Üniversitesi, Türkiye
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Educational Studies (Q4) | ||
| Dergi ISSN | 0305-5698 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2019 |
| Cilt / Sayı / Sayfa | 45 / 5 / 582–592 | DOI | 10.1080/03055698.2018.1509778 |
| Makale Linki | https://www.tandfonline.com/doi/full/10.1080/03055698.2018.1509778 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems … |
| Anahtar Kelimeler |
| science education | self-concept | student engagement | task value | Teacher support |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 37 |
| Scopus | 38 |
| Google Scholar | 76 |