NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ998511
Record Type: Journal
Publication Date: 2013-Jan
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0020-4277
Besides Knowledge: A Cross-Sectional Study on the Relations between Epistemic Beliefs, Achievement Goals, Self-Beliefs, and Achievement in Science
Mason, Lucia; Boscolo, Pietro; Tornatora, Maria; Ronconi, Lucia
Instructional Science: An International Journal of the Learning Sciences, v41 n1 p49-79 Jan 2013
This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs about the development and justification of scientific knowledge, achievement goals, knowledge, self-concept, self-efficacy, and achievement in science were simultaneously examined. Students in fifth (n = 213), eighth (n = 202), and eleventh (n = 281) grades completed questionnaires measuring the various constructs, and a domain knowledge test. Their grades in science were also collected. Results from structural equation modeling reveal that the hypothesized model fitted the observed data at the three grade levels, although not all expected paths were statistically significant. Students' epistemic beliefs about the development of scientific knowledge had a direct effect on domain knowledge, whereas beliefs about the justification of scientific knowledge had a direct and an indirect effect via achievement goals on knowledge acquisition. Mastery, performance-approach, and performance-avoidance goals had a direct effect on self-efficacy. Knowledge had a direct and an indirect effect via self-concept on achievement. Educational implications are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Grade 5; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A