Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis
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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 10 September 2021

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Esme Hacıeminoğlu

Akdeniz University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.04.03.349

Pages: 409-423

Keywords: Students’ Learning Orientations, Attitude Toward Science, Motivational Goal Orientation, Hierarchical Linear Modeling (HLM), Student and School Level Factors

Abstract

Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

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