Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes About Science Survey (CLASS) in Physics

The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument to measure student beliefs about physics and learning physics. In this research, Turkish adaptation and psychometric evaluation of the CLASS is discussed. In the first stage, the translation process, which included examination of six experts (four experts in physics education and two experts in English and Turkish languages) for content validity and 13 student interviews for face validity, was described. In the second stage, exploratory (EFA) and confirmatory (CFA) factor analysis results obtained from 1391 freshman students were discussed for construct validty. The EFA yielded three factors that consisted of 20 items, which explained 39.61 % of the total variance. These factors were named as: Problem Solving Effort, Conceptual Understanding, and Personal Interest and Real-World Connection. Based on the CFA results, the three-factor 20-item instrument showed acceptable fit statistics. Compared to the original CLASS, the proposed version with 20-item model was shorter, easier to administer and easier to score, valid and reliable survey, so feasible to use. The overlapping of the constructs (i.e., violation of the unidimensionality) in the original CLASS was a problem, while in the proposed model none of the items were included in more than one construct.

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported use of learning strategies and preexisting beliefs about the effectiveness of rehearsal and comprehension-oriented strategies relate to the comprehension of text about learning strategies, and how text comprehension is related to later use of strategies and the completion of learning tasks. Participants included 2,706 students from primary school (Grades 3 and 4) and 3,782 students from the end of middle school (Grade 9) across Estonia. Students’ learning strategies and learning outcomes were assessed via a web-based word list memorization task with follow-up questions. Students were asked to read a written text that was specifically developed to explain the advantages of abstract grouping. Text comprehension was assessed using multiple-choice questions. SEM models were used to answer the research questions. At both school levels, valuing comprehension-oriented learning strategies enhanced text comprehension, suggesting that prior beliefs are important to fully understand written text. In addition, student beliefs and text comprehension also increased use of more advanced strategies. However, students who used comprehension-oriented strategies showed ambiguous improvements in word memorization performance. These findings emphasize that reading about complex topics may be a starting point for learning, but should be followed up with additional discussions, examples, demonstrations, and practice.

SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN ONLINE LEARNING

The purpose of this study was to see how self-efficacy of students towards the learning process online amid the Covid-19 outbreak. This research is a descriptive study that describes self-efficacy based on the dimensions that exist in self-efficacy and is summarized and used as a measurement tool or instrument, namely the level (magnitude) associated with task difficulties, strength related to the effort made by students, and energy-related to space. the scope of student beliefs. The instrument used was a non-test in the form of a questionnaire self-efficacy consisting of 30 statements with 4 choices and 616 respondents. The result is that the dimensions of the level of Indonesian SMP / MTs students are in the medium category with a percentage of 55.04%, which means that when students are faced with difficult tasks during learning online, students can overcome them. The dimension strength is in the medium category with a percentage of 56.82%, this shows that the efforts and resilience of Indonesian SMP / MTs students in doing assignments in learning are online quite persistent and do not give up easily. The dimension generality is in the medium category with a percentage of 45.94%, which means that Indonesian SMP / MTs students' confidence in completing different tasks is quite good. In general, the self-efficacy of Indonesian SMP / MTs students in learning online is quite good.

Measuring undergraduate students’ beliefs about and career interest in bioproducts and bioenergy

Two survey instruments measuring undergraduate students’ beliefs about bioproducts/bioenergy and related careers were developed and validated in this research study. The Beliefs about Bioproducts/Bioenergy (BABB) and Career Interest in Bioproducts/Bioenergy (CIBB) surveys were administered to undergraduate students enrolled in courses in a natural resources college. BABB (N = 168) and CIBB (N = 203) survey results were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Validity and reliability were demonstrated. The BABB has two related scales, Personal (P) and Societal (S), which can be used together or separately. ANOVA and t-test analyses determined that students with majors closely related to bioproducts/bioenergy held significantly more positive personal and societal beliefs about bioproducts/bioenergy, as well as related career interests. Differences were identified based on gender, but not by race/ethnicity. Measuring student beliefs about bioproducts/bioenergy and interest in related careers may help to gauge trends and changes in beliefs that influence environmentally-related choices and support efforts to prepare a diverse workforce for the bioeconomy. The authors recommend the use of these surveys to measure the impacts of academic and professional development experiences.

Classroom Culture When Students are Reluctant to Learn Online: Student Dissent Behaviors Explained by Their Self-Efficacy, Control of Learning, and Intrinsic Motivation

Student beliefs about classroom culture, instructor behaviors, and their own abilities to learn significantly influence their academic engagement. COVID-19 has drastically altered the classroom environment, forcing many students into a virtual learning platform they may not have preferred or felt comfortable with. Whether it is the fault of the instructor or the environment, students who are dissatisfied engage in instructional dissent. This study examined the influence of instructor clarity, instructor relevance, self-efficacy, intrinsic motivation, distributive justice, procedural justice, and interactional justice on student dissent. The data supported six modified models, indicating a significant difference between students’ expressive, rhetorical, and vengeful dissent behaviors based on whether or not they were enrolled in their preferred learning platform.

Psychological Misconceptions and Their Relation to Students’ Lay Beliefs of Mind

Psychological misconceptions are common among students taking psychology courses. In this study, we show an association between student endorsement of misconceptions and two prevalent and well-researched lay beliefs about the human mind, specifically the belief in free will and dualism. This study also revisits and builds upon past research investigating the relationship between believing in psychological misconceptions and other student beliefs such as opinions about psychology as science and beliefs in extrasensory perception, and student characteristics such as critical thinking ability, number of psychology courses taken, and grade point average. The findings are discussed in the context that differences among students in beliefs in free will and dualism may lead some students to endorse a greater number of common psychological misconceptions. We discuss the implications of these findings for instruction and for research on techniques to correct student misconceptions.