Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Autores
González Fernández, Antonio; Paoloni, Paola Veronica Rita
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher?student interactions, academic Motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students? perceptions of teacher?student interactions (autonomy support), motivation (expectancy, Importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry. Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; Motivational variables positively predicted metacognitive strategies and Performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported. We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.
Fil: González Fernández, Antonio. Universidad de Vigo; España
Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Rio Cuarto. Facultad de Cs.humanas. Instituto de Investigaciones Sociales, Territoriales y Educativas.; Argentina
Materia
AUTONOMY-SUPPORT
EXPECTANCY
VALUE
UNDERGRADUATES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/102507
Acceder
id CONICETDig_24fa553ee52ee300772999e35de7d90f
oai_identifier_str oai:ri.conicet.gov.ar:11336/102507
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduatesGonzález Fernández, AntonioPaoloni, Paola Veronica RitaAUTONOMY-SUPPORTEXPECTANCYVALUEUNDERGRADUATEShttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher?student interactions, academic Motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students? perceptions of teacher?student interactions (autonomy support), motivation (expectancy, Importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry. Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; Motivational variables positively predicted metacognitive strategies and Performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported. We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.Fil: González Fernández, Antonio. Universidad de Vigo; EspañaFil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Rio Cuarto. Facultad de Cs.humanas. Instituto de Investigaciones Sociales, Territoriales y Educativas.; ArgentinaRoyal Society of Chemistry2015-06-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/102507González Fernández, Antonio; Paoloni, Paola Veronica Rita; Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates; Royal Society of Chemistry; Chemistry Education Research and Practice; 16; 3; 9-6-2015; 640-6531756-1108CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1039/c5rp00058kinfo:eu-repo/semantics/altIdentifier/url/https://pubs.rsc.org/en/content/articlelanding/2015/RP/C5RP00058K#!divAbstractinfo:eu-repo/semantics/altIdentifier/url/https://pubs.rsc.org/en/content/articlehtml/2015/rp/c5rp00058kinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:18:46Zoai:ri.conicet.gov.ar:11336/102507instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-10 13:18:46.968CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
title Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
spellingShingle Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
González Fernández, Antonio
AUTONOMY-SUPPORT
EXPECTANCY
VALUE
UNDERGRADUATES
title_short Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
title_full Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
title_fullStr Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
title_full_unstemmed Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
title_sort Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates
dc.creator.none.fl_str_mv González Fernández, Antonio
Paoloni, Paola Veronica Rita
author González Fernández, Antonio
author_facet González Fernández, Antonio
Paoloni, Paola Veronica Rita
author_role author
author2 Paoloni, Paola Veronica Rita
author2_role author
dc.subject.none.fl_str_mv AUTONOMY-SUPPORT
EXPECTANCY
VALUE
UNDERGRADUATES
topic AUTONOMY-SUPPORT
EXPECTANCY
VALUE
UNDERGRADUATES
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher?student interactions, academic Motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students? perceptions of teacher?student interactions (autonomy support), motivation (expectancy, Importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry. Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; Motivational variables positively predicted metacognitive strategies and Performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported. We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.
Fil: González Fernández, Antonio. Universidad de Vigo; España
Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Rio Cuarto. Facultad de Cs.humanas. Instituto de Investigaciones Sociales, Territoriales y Educativas.; Argentina
description Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher?student interactions, academic Motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students? perceptions of teacher?student interactions (autonomy support), motivation (expectancy, Importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry. Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; Motivational variables positively predicted metacognitive strategies and Performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported. We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.
publishDate 2015
dc.date.none.fl_str_mv 2015-06-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/102507
González Fernández, Antonio; Paoloni, Paola Veronica Rita; Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates; Royal Society of Chemistry; Chemistry Education Research and Practice; 16; 3; 9-6-2015; 640-653
1756-1108
CONICET Digital
CONICET
url http://hdl.handle.net/11336/102507
identifier_str_mv González Fernández, Antonio; Paoloni, Paola Veronica Rita; Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates; Royal Society of Chemistry; Chemistry Education Research and Practice; 16; 3; 9-6-2015; 640-653
1756-1108
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1039/c5rp00058k
info:eu-repo/semantics/altIdentifier/url/https://pubs.rsc.org/en/content/articlelanding/2015/RP/C5RP00058K#!divAbstract
info:eu-repo/semantics/altIdentifier/url/https://pubs.rsc.org/en/content/articlehtml/2015/rp/c5rp00058k
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Royal Society of Chemistry
publisher.none.fl_str_mv Royal Society of Chemistry
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1842981023731679232
score 12.48226

Publicaciones similares