Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

Cano, Francisco; García, Ángela; Berbén, Ana belén García; Justicia, Fernando Justicia

doi:10.1080/09500693.2013.876678

Cited by 33 publications

(36 citation statements)

References 59 publications

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“…Learning strategies have not been incorporated in path models based on SCCT, but they have been investigated in other research showing direct and indirect influences on achievement (Cano, Garcia, Berben, & Justicia, 2014;Lee & Stankov, 2013). A comprehensive review of studies examining the relationship of learning strategies to academic performance concluded that students' reported use of learning strategies was significantly related to their academic performance (Lee & Shute, 2010).…”

Section: Learning Strategiesmentioning

confidence: 99%

A Model of Factors Contributing to STEM Learning and Career Orientation

Nugent

Barker

Welch

et al. 2015

International Journal of Science Education

257

195

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The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students' pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest.

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Section: Learning Strategiesmentioning

confidence: 99%

A Model of Factors Contributing to STEM Learning and Career Orientation

Nugent

Barker

Welch

et al. 2015

International Journal of Science Education

257

195

View full text Add to dashboard Cite

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“…Therefore, the link established between high prior academic achievement, increase of a deep approach to homework and decrease of a shallow approach is one of the keys to achieving an optimum and high quality homework performance, where the students’ degree of cognitive and motivational engagement meets the necessary requirements to ensure that homework is a useful and beneficial tool to strengthen and improve the learning processes and consequently, students’ results. In fact, a deep learning approach is associated with higher quality results (Cano et al, 2014). And also in the case of homework, the approach employed conditions not only the process of doing homework and the results, but also students’ level of homework engagement.…”

Section: Discussionmentioning

confidence: 99%

“…Most of the studies have shown that the deeper the students’ approach to learning, the better the quality of their learning outcomes (Cano et al, 2014). In addition, whereas the shallow approach is related to poor academic results (Rosário et al, 2010), the use of a deep approach is associated with high levels of understanding and achievement (Biggs, 1993), an intrinsic interest in learning, and high levels of comprehension (Trigwell et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Role of Prior Achievement as an Antecedent to Student Homework Engagement

et al. 2019

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The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education (N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homework.

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“…Implica, por tanto, un propósito intrínseco de comprender las ideas y usar estrategias para crear significado. La mayor parte de los estudios han demostrado que mientras mayor sea la profundidad de los enfoques de aprendizaje de los estudiantes mayor será la calidad de sus resultados de aprendizaje (Cano, García, García-Berbén y Justicia, 2014). Por el contrario, si los estudiantes ponen en marcha un enfoque superficial llevarán a cabo los deberes porque se sienten obligados por el profesor y tal vez por sus padres.…”

Section: Factores De Proceso: Enfoques De Trabajo En La Realización Dunclassified