Implicit theories, epistemic beliefs, and science motivation: A person-centered approach
Implicit theories, epistemic beliefs, and science motivation: A person-centered approach
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DOI：
10.1016/j.lindif.2012.07.013
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发表时间：
2012-12-01
影响因子：
3.6
通讯作者：
Chen, Jason A.
中科院分区：
文献类型：
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作者：
Chen, Jason A.
本研究的目的是探讨（a）自然产生的初中和高中科学学生（n=1225）的个人信念档案;（B）这些档案之间的关系，科学成就和其他突出的动机变量;和（c）人口和发展的信念档案之间的差异。结果表明，四类解决方案适合的数据最好。这些配置文件差异相关的成就目标取向，科学自我效能感和科学成就。少数民族地位、职等和性别也会产生不同的情况。研究结果支持并完善了Schommer-Aikins（2004）的认知信念嵌入式系统模型。结果进行了讨论有关的理论和科学教学的影响。(C)2012 Elsevier Inc. All rights reserved.
The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n=1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self-efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction. (C) 2012 Elsevier Inc. All rights reserved.