The present study was conducted to examine the mediational role of achievement goal orientations and learning approach on the relation between epistemological beliefs about science and students’ science achievement. This study was carried in the form of a survey, using questionnaires
as a method of data collection. A total of 302 students (168 males, 134 females) between the age of 15–16 years old in Pahang, Malaysia participated in the study. Structure Equation Mode (SEM) was used to validate the proposed model. The result showed that epistemology beliefs exert
a significant direct effect on science achievement. Mastery goals mediated the relationship between source and science achievement. Mastery, performance, and avoidance goals also mediated the relationship between certain and science achievement significantly. Mastery and avoidance goals mediated
the relationship between development and science achievement. For the mediation role of learning approach, deep approach mediated the relationship between source and science achievement and also mediated the relationship between justification and science achievement. The result also showed
that there are no significant differences.
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Document Type: Research Article
Department of Educational Psychology, Faculty of Education, University of Malaya, 50603, Kuala Lumpur, Malaysia
Faculty of Applied Social Sciences, UnisZa, Malaysia
Publication date: July 1, 2018
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ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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