Loading...
Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement
Bergey, Bradley Wade
Bergey, Bradley Wade
An error occurred retrieving the object's statistics
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2014
Advisor
Cromley, Jennifer
Committee member
Kaplan, Avi
Byrnes, James P.
Booth, Julie L.
Shernoff, David J., 1967-
Byrnes, James P.
Booth, Julie L.
Shernoff, David J., 1967-
Group
Department
Educational Psychology
Permanent link to this record
Collections
Research Projects
Organizational Units
Journal Issue
DOI
http://dx.doi.org/10.34944/dspace/2577
Abstract
Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu