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Relationships between achievement goals and epistemic beliefs: developmental trends over Grades 5–11
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0001-8454-319X
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-1535-873X
2017 (English)In: Education in the Crossroads of Economy and Politics: Role of Research in the Advancement of Public Good. Book of abstracts, 2017, p. 385-385Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aims of the study are to describe how students’ epistemic beliefs and achievement goals develop over grades 5–11, to describe the correlations between epistemic beliefs and achievement goals, and how these correlations develop over grades 5–11. Furthermore, we will explore the data for indications of causal relationships between students’ goals and epistemic beliefs, and the directionality of these relationships. The analyses builds on data from a cross-sectional survey distributed to all students in grades 5–11 in two municipalities in Sweden in 2014. Confirmatory factor analysis (CFA) of students’ responses revealed four valid constructs concerning students’ epistemic beliefs: Development, Justification, Certainty, and Source. Regarding students’ achievement goals, two constructs were identified: Mastery approach goals and Performance goals (including both approach and avoidance goals). Students’ factor scores on the constructs were used for calculating zero order Spearman correlations between constructs. Overall, students’ epistemic beliefs were stable over the grades, while performance goals increased at the transition between primary and secondary school. Mastery goals showed a mainly decreasing trend over the grades. Development and Justification of knowledge showed positive significant correlations with Mastery goals over grades 5–11, while naïve beliefs about Certainty and Source of knowledge were moderately and positively correlated with Performance goals in grades 5–7, weakly correlated in grade 8–9, and insignificant in grades 10 and 11. For the conference, results will be complemented with longitudinal data, focusing on causal relations between epistemic beliefs and achievement goals.

Place, publisher, year, edition, pages
2017. p. 385-385
Keywords [en]
Attitudes and beliefs, Educational Psychology, Goal orientation, Motivation
National Category
Didactics
Research subject
educational work; didactics of natural science
Identifiers
URN: urn:nbn:se:umu:diva-139483OAI: oai:DiVA.org:umu-139483DiVA, id: diva2:1141182
Conference
17th Biennial EARLI Conference for Research on Learning and Instruction, Tampere, Finland, 27 August – 2 September, 2017
Projects
DoLiS
Funder
Swedish Research Council, 721-2013-2180Available from: 2017-09-14 Created: 2017-09-14 Last updated: 2018-06-20Bibliographically approved

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Hofverberg, AndersWinberg, Mikael

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
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Language
  • de-DE
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  • asciidoc
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