Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

Pendahuluan: Mahasiswa dengan Indeks prestasi rendah mengindikasikan mahasiswa belum menerapkan Self-Regulated Learning (SRL) dalam proses pembelajarannya. Terdapat banyak dimensi yang membentuk Self-Regulated Learning diantaranya adalah motivasi akademik dan kecemasan sebelum ujian. Penelitian ini bertujuan untuk melakukan analisis faktor SRL yang terkait dengan motivasi akademik dan kecemasan sebelum ujian terhadap prestasi akademik mahasiswa program studi Pendidikan Dokter Universitas Islam Malang.Metode: Menggunakan desain observasi deskriptif analitik dengan pendekatan cross sectional. Responden sebanyak 175 mahasiswa dipilih berdasarkan metode purposive sampling. Mahasiswa program studi Pendidikan Dokter Universitas Islam Malang kelas 1, kelas 2, dan kelas 3 termasuk kriteria inklusi. Kriteria eksklusinya adalah mahasiswa Pendidikan Dokter yang cuti akademik dan tidak naik kelas. Analisa data menggunakan SEM (Structural Equation Model) dengan regresi Partial Least Squares (PLS).Hasil: Motivasi akademik (Tstatistik=7.931) dan kecemasan sebelum ujian (Tstatistik=10.873) dalam membentuk Self-Regulated Learning memiliki Pvalue 0,000 yang menunjukkan hasil signifikan. SRL signifikan terhadap prestasi akademik ditunjukkan dengan Tstatistik 6.733 dan Pvalue 0.000. Selain itu, Motivasi akademik (Tstatistik=16.417) dan kecemasan sebelum ujian (Tstatistik=11.152) berpengaruh langsung terhadap prestasi akademik dengan Pvalue 0.000.Kesimpulan: Motivasi akademik dan kecemasan sebelum ujian merupakan faktor pembentuk SRL, dan SRL berpengaruh positif terhadap prestasi akademik. Motivasi akademik dan kecemasan sebelum ujian berpengaruh langsung terhadap prestasi akademik mahasiswa dan menunjukkan hasil yang bermakna.

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SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL

Journal of Baltic Science Education ◽

10.33225/jbse/21.20.237 ◽

2021 ◽

Vol 20 (2) ◽

pp. 237-251

Author(s):

Mehmet Karakus ◽

Zara Ersozlu ◽

Muhammet Usak ◽

Jude Ocean

Keyword(s):

Structural Equation Model ◽

Mathematics Teachers ◽

Self Efficacy ◽

Structural Equation ◽

Intent To Leave ◽

Intention To Leave ◽

Well Being ◽

Equation Model ◽

And Mathematics ◽

Science And Mathematics Teachers

The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbeing

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MODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATION

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.599 ◽

2017 ◽

Vol 16 (4) ◽

pp. 599-611

Author(s):

Mustafa Akilli ◽

Murat Genç

Keyword(s):

Learning Strategies ◽

Structural Equation Model ◽

Self Efficacy ◽

Structural Equation ◽

Science Learning ◽

Structural Model ◽

Equation Model ◽

Affective Factors ◽

Classroom Activities ◽

Positive Effects

It is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students’ answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett’s tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL. At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities. Keywords: science learning value, attitude towards science, self-efficacy, learning strategies, classroom activities, structural equation model (SEM).

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