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Research in Science & Technological Education Volume 31, 2013 - Issue 3
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Articles

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

Sevgi KingirDepartment of Elementary Education, Faculty of Education, Hacettepe University, Ankara, Turkey.Correspondence[email protected]
,
Yasemin TasDepartment of Elementary Education, Kazım Karabekir Faculty of Education, Ataturk University, Erzurum, Turkey.
,
Gulsum GokDepartment of Elementary Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.
&
Semra Sungur VuralDepartment of Elementary Education, Faculty of Education, Middle East Technical University, Ankara, Turkey.
Pages 205-226 | Received 12 Dec 2012, Accepted 12 Jul 2013, Published online: 11 Oct 2013

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Asghar Soltani, Ali Bahador & Keramat Esmi. (2023) Exploring the structural relationships between high school students’ perceptions of science learning environment, their motivation and self-regulation: evidence from Iran. Research in Science & Technological Education 41:4, pages 1267-1286.
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Yezdan Boz & Ayla Cetin-Dindar. (2023) Teaching concerns, self-efficacy beliefs and constructivist learning environment of pre-service science teachers: a modelling study. European Journal of Teacher Education 46:2, pages 274-292.
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Bircan Dökmecioğlu, Yasemin Tas & Sündüs Yerdelen. (2022) Predicting students’ critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis. Educational Studies 48:6, pages 809-826.
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Asghar Soltani, Raziyeh-Sadat Boka & Azam Jafarzadeh. (2022) Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology. International Journal of Science Education 44:9, pages 1462-1480.
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Yavuz Sökmen. (2021) The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies 47:1, pages 19-37.
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Wenke Niehues, Yasemin Kisbu-Sakarya & Bilge Selcuk. (2020) Motivation and maths achievement in Turkish students: are they linked with socio-economic status?. Educational Psychology 40:8, pages 981-1001.
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Mikko Tiilikainen, Juuso Karjalainen, Auli Toom, Janne Lepola & Jukka Husu. (2019) The complex zone of constructivist teaching: a multi-case exploration in primary classrooms. Research Papers in Education 34:1, pages 38-60.
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Johanna Vennix, Perry den Brok & Ruurd Taconis. (2018) Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM?. International Journal of Science Education 40:11, pages 1263-1283.
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Karee E. Dunn & Wen-Juo Lo. (2015) Understanding the Influence of Learners’ Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning. International Journal of Science Education 37:16, pages 2597-2618.
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Sulaiman M. Al-Balushi, Nasser Mansour, Rashid S. Almehrizi, Abdullah K. Ambusaidi & Ibrahim S. Al-Harthy. (2022) The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities. Eurasia Journal of Mathematics, Science and Technology Education 18:11, pages em2184.
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Jill M Aldridge & Kate Rowntree. (2021) Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates. Research in Science Education 52:5, pages 1545-1564.
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Aisha Bibi & Mushtaq Ahmad. (2022) Goal Orientations, Self-Regulated Learning Strategies and Problem-Solving: A Mediational Analysis. Pertanika Journal of Social Sciences and Humanities 30:3, pages 949-976.
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Pedro Membiela, Manuel Vidal, Sandra Fragueiro, María Lorenzo, Isabel García‐Rodeja, Virginia Aznar, Anxela Bugallo & Antonio González. (2021) Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers. Science Education 106:1, pages 119-141.
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Asghar Soltani & Ghasem Askarizadeh. (2021) How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation 73, pages 101707.
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Sevgi Kingir, Bilge Gok & Ahmet Selman Bozkir. (2020) EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING. Journal of Baltic Science Education 19:5, pages 804-823.
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Melike OZUDOGRU. (2020) Assessing the Psychosocial Classroom Environment of Teacher Training Classrooms. Sakarya University Journal of Education 10:2, pages 251-273.
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Yee Wan Kwan. (2019) Psychometric properties of a Chinese version of the Constructivist Learning Environment Survey among secondary-school students in Hong Kong. Learning Environments Research 23:2, pages 167-184.
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Saira Anwar, Muhsin Menekse & Ahmed Ashraf Butt. (2020) Perceived Motivational Constructs and Engineering Students' Academic Performance. Perceived Motivational Constructs and Engineering Students' Academic Performance.
Yasemin Tas, Gökhan Aksoy & Ekrem Cengiz. (2018) Effectiveness of Design-Based Science on Students’ Learning in Electrical Energy and Metacognitive Self-Regulation. International Journal of Science and Mathematics Education 17:6, pages 1109-1128.
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Michael M. Grant & Suha R. Tamim. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning 221 243 .
Pei-Ling Hsu & Penelope Espinoza. (2017) Cultivating constructivist science internships for high school students through a community of practice with cogenerative dialogues. Learning Environments Research 21:2, pages 267-283.
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Aysun CEYLAN & Burak FEYZİOĞLU. (2018) Fen Bilgisi Öğretmen Adaylarının Genel Kimya Laboratuvar Çevresine Yönelik Algılarının İncelenmesiExamining Science Pre-teachers' Perceptions of General Chemistry Laboratory Environment. Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 5:1, pages 274-297.
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Komathi Ale, Yvonne Ai-Chi Loh & Arul Chib. (2017) Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy. Educational Technology Research and Development 65:3, pages 769-794.
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J. Vennix, P. den Brok & R. Taconis. (2016) Perceptions of STEM-based outreach learning activities in secondary education. Learning Environments Research 20:1, pages 21-46.
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Şahin Danişman. 2017. The Factors Effecting Student Achievement. The Factors Effecting Student Achievement 133 159 .
Yasemin Tas. (2016) The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education 31:4, pages 557-577.
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