مرکز منطقه ای اطلاع رساني علوم و فناوري - An Investigation of The Relation of High School Students Metacognitive Strategy Use in Biology to Achievement Goal Orientation and Self-Efficacy

Abstract :

This study aimed to investigate the relation of high school students’ metacognitive strategies they use in biology course to achievement goal orientation (mastery approach, mastery avoidance, performance approach, performance avoidance) and self-efficacy. Sample of this study included 281 high school students. Correlational survey method was used to collect data and students were administered Self-Efficacy for Learning and Performance and Metacognitive Self-Regulation subscales of Motivational Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Orientation Questionnaire (AGQ).In this study, firstly, correlation among the variables were investigated by computing, Pearson correlation coefficients. Then, in order to predict students’ metacognitive strategy use, a multiple linear regression analysis was performed by using gender, previous biology achievement score, self-efficacy, mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals as predictor variables. Results showed that 50% of metacognitive strategy use was explained by these variables and self-efficacy, mastery-approach goals, performance avoidance goals and gender were significantly predict metacognitive strategy use. Namely, female students and students who have higher self-efficacy for learning biology, who aimed meaningfully learning biology, and who avoid getting worse score than other students reported using more metacognitive strategies than others.