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Journal of the Korean Chemical Society (JKCS)

ISSN 1017-2548(Print)
ISSN 2234-8530(Online)
Volume 57, Number 1
JKCSEZ 57(1)
February 20, 2013 

 
Title
Exploration of the Path Model among Goal Orientation, Self-efficacy, Achievement Need, Entity Theory of Intelligence, Learning Strategy, and Self-handicapping Tendency in Chemistry Education

화학교육의 목표지향성, 자기효능감, 성취욕구, 지능신념, 자기핸디캡경향 및 학습전략 간의 경로모형 탐색
Author
Young Chun Ko*

고영춘*
Keywords
Path model, Motivation strategy, Goal orientation, Self-efficacy, Entity theory of intelligence
Abstract
This study is to search an optimal model on causal relationships of the motivations to learn and motivation strategy in chemistry education. The participants in this study are consisted of G and I high schools students (487) in Gwangju. They all answered to the questionnaire. Model I is hypothesized to be path model of the mediation between ‘selfefficacy, achievement need, and entity theory of intelligence’ and ‘learning strategy and self-handicapping tendency of motivation strategy’ by goal orientation to explore variables of study effecting the motivation strategy. And Model II is hypothesized path model of the mediation between goal orientation and ‘learning strategy and self-handicapping tendency’ by ‘selfefficacy, achievement need, and entity theory’ to explore variables of study effecting the motivation strategy. Based on these models, structural equation modeling techniques are used to evaluate for the path model among goal orientation(learning, performance approach, and performance approach goal orientation), self-efficacy, achievement need, entity theory of intelligence, selfhandicapping tendency, and learning strategy in chemistry education. As the results, Model II is considered. Goodness-of-fit indexes of this model related modification models are identified and analyzed in phases. And this model is accomplished by correcting the model the fifth time to enhance goodness-of-fit indexes. In this optimal model II-5 (Fig. 3) on causal relationships of the motivations to learn and learning strategy (p<value=0.267), fifteen paths are significant at .05 level statistically (Fig. 3).
Page
147 - 158
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