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    Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement

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    Name:
    TETDEDXBergey-temple-0225E-116 ...
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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Bergey, Bradley Wade
    Advisor
    Cromley, Jennifer
    Committee member
    Kaplan, Avi
    Byrnes, James P.
    Booth, Julie L.
    Shernoff, David J., 1967-
    Department
    Educational Psychology
    Subject
    Educational Psychology
    Science Education
    Education
    Achievement
    Metacognition
    Motivation
    Self-questioning
    Student-generated Questioning
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2595
    
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    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.
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