International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(3) 361-380

Seventh Graders’ Learning Strategies and Achievement Goal Orientations as Predictors of Their Achievement in Social Studies

Melek Didin & Koray Kasapoglu

pp. 361 - 380   |  DOI: https://doi.org/10.29329/ijpe.2021.346.23   |  Manu. Number: MANU-2101-02-0007.R3

Published online: June 07, 2021  |   Number of Views: 170  |  Number of Download: 494


Abstract

It is aimed to examine the relationships among seventh-graders’ achievement goal orientations and learning strategies and achievement in Social Studies. In this quantitative study with a correlational design, the data were collected from 440 seventh-grade students studying in nine public middle schools selected by convenience sampling. As data collection tools, Learning Strategies for Social Studies Scale (Didin & Kasapoğlu, 2017), Social Studies-Oriented Achievement Goals Scale (Gezer & Şahin, 2016) and Personal Information Form were used. Seventh-graders’ achievement in Social Studies was determined based on end-of-term grades. The data were analyzed by descriptive and inferential statistics. The results of the hierarchical regression analysis depicted that seventh-graders’ learning strategies for Social Studies positively predicted their achievement in Social Studies, after controlling for gender. After adjustment for both their gender and learning strategies for Social Studies, the task-approach as one of the Social Studies-oriented achievement goals positively predicted their achievement in Social Studies.

Keywords: Social Studies, Achievement Goal Orientations, Learning Strategies, Academic Achievement


How to Cite this Article?

APA 6th edition
Didin, M. & Kasapoglu, K. (2021). Seventh Graders’ Learning Strategies and Achievement Goal Orientations as Predictors of Their Achievement in Social Studies . International Journal of Progressive Education, 17(3), 361-380. doi: 10.29329/ijpe.2021.346.23

Harvard
Didin, M. and Kasapoglu, K. (2021). Seventh Graders’ Learning Strategies and Achievement Goal Orientations as Predictors of Their Achievement in Social Studies . International Journal of Progressive Education, 17(3), pp. 361-380.

Chicago 16th edition
Didin, Melek and Koray Kasapoglu (2021). "Seventh Graders’ Learning Strategies and Achievement Goal Orientations as Predictors of Their Achievement in Social Studies ". International Journal of Progressive Education 17 (3):361-380. doi:10.29329/ijpe.2021.346.23.

References
  1. Açıkalın, M., & Gönenç, S. (2017). Social studies teachers’ problems they encounter in social studies teaching and their suggestions to solve these problems. Trakya University Journal of Education, 7(1), 26-41. [Google Scholar]
  2. Adatepe, E. (2014). The investigation of the relationship between the learning styles with study habits and the academic achievement of the 7th and 8th grade secondary school students (Unpublished master’s thesis). Fatih University, Istanbul. [Google Scholar]
  3. Akın, A. (2006). The relationships between achievement goal orientations and metacognitive awareness, parenting styles and academic achievement (Unpublished master’s thesis). Sakarya University, Sakarya. [Google Scholar]
  4. Akınoğlu, O., & Bakır, S. (2003). A situation analysis of primary school students’ learning of geography issues in the social studies course. Marmara Geographical Review, 8, 83-106. [Google Scholar]
  5. Aleven, V., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147-179. doi: 10.1016/S0364-0213(02)00061-7 [Google Scholar] [Crossref] 
  6. Aydıner, A. A. (2004). The relationship between the 13-16 years old students perception of parents attitude and their study skills, school achievement (Unpublished master’s thesis). Dokuz Eylül University, Izmir. [Google Scholar]
  7. Berber, A., & Eker, C. (2018). Hope and goal orientation relation on secondary education students. Journal of the Human and Social Sciences Researches, 7(3), 1569-1581. [Google Scholar]
  8. Brown, T. A. (2006). Confirmatory factor analysis for applied research. The Guilford Press. [Google Scholar]
  9. Buluş, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: An individual differences perspective. Educational Sciences: Theory & Practice, 11(2), 540-546. [Google Scholar]
  10. Büyüköztürk, Ş. (2016). Data analysis manual for social sciences (22nd ed.). Pegem Akademi. [Google Scholar]
  11. Chan, K. W., Wong, A. K. Y., & Lo, E. S. C. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. The Asia Pacific Education Researcher, 21(2), 230-243. [Google Scholar]
  12. Coutinho, S. A. (2007). The relationship between goals, metacognition and academic success. Educate, 7(1), 39-47. [Google Scholar]
  13. Çakmak, E. K., Akgün, Ö. A., Karadeniz, Ş., Büyüköztürk, Ş., & Demirel, F. (2008). Determining learning strategies and motivation level of students in primary schools’ second level and high schools according to course and class level. International Journal of Human Sciences, 5(1), 1-27. [Google Scholar]
  14. Çelik, H., & Katılmış, A. (2010). Views of social studies teachers related to the factors affecting students’ achievement in their courses. Marmara Geographical Review, 22, 128-153. [Google Scholar]
  15. Çelikkaya, T., & Kuş, Z. (2010). The frequency of students’ usage of learning strategies in social study course. Selçuk University Journal of Ahmet Keleşoğlu Education Faculty, 29, 321-336. [Google Scholar]
  16. Çetin, A., & Ünsal, S. (2019). Social, psychological effects of central examinations on teachers and their reflections on teachers' curriculum implementations. Hacettepe University Journal of Education, 34(2), 304-323. doi: 10.16986/HUJE.2018040672 [Google Scholar] [Crossref] 
  17. Çoban, A., Temir, M., & Karaca, S. (2017). The suggestions and problems of the social sciences teachers working in the secondary schools originated from the students about teaching social sciences. The Journal of Social Science, 4(18), 35-54. doi: 10.16990/SOBIDER.3955 [Google Scholar] [Crossref] 
  18. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Multivariate statistics for social sciences: SPSS and LISREL applications (3rd ed.). Pegem Akademi. [Google Scholar]
  19. Dania, P. O. (2014). Effect of gender on students’ academic achievement in secondary schools social studies. Journal of Education and Practice, 5(21), 78-84. [Google Scholar]
  20. Didin, M., & Kasapoğlu, K. (2017, October 26-28). A preliminary validity and reliability study of the scale of learning strategies for social studies [Paper presentation]. 5th International Congress on Curriculum and Instruction, Muğla, Turkey. [Google Scholar]
  21. Dikbaş, Y., & Kaf Hasırcı, Ö. (2008). The effects of teaching and using of learning strategies on achievement, retention and attitude of the students. Ahi Evran University Journal of Kırşehir Education Faculty, 9(2), 69-76. [Google Scholar]
  22. Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671-687. doi: 10.1348/000709910X492432 [Google Scholar] [Crossref] 
  23. Dönmez, C., Yazıcı, K., & Sabancı, O. (2007). The effect of using graphic organizers in social studies to the obtaining of students to the academical knowledge. The Journal of Turkish Educational Sciences, 5(3), 437-462. [Google Scholar]
  24. Dursunlar, E. (2018). The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit (Unpublished master’s thesis). Atatürk University, Erzurum. [Google Scholar]
  25. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi: 10.1037/0033-295X.95.2.256 [Google Scholar] [Crossref] 
  26. Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3x2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648. doi: 10.1037/a0023952 [Google Scholar] [Crossref] 
  27. Erden, M., & Demirel, M. (1991, November 25-27). The effectiveness of learning strategies used by elementary school fifth grade students [Paper presentation]. Proceedings of the 1st Izmir Congress on Education. 1st Izmir Congress on Education, Izmir, Turkey (pp. 254-261). Dokuz Eylul University Buca Faculty of Education. [Google Scholar]
  28. Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage. [Google Scholar]
  29. Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill. [Google Scholar]
  30. Gezer, M., & Şahin, İ. F. (2016). Social studies oriented achievement goal scale (SOAGS): Validity and reliability study. Journal of Measurement and Evaluation in Education and Psychology, 7(2), 335-354. doi: 10.21031/epod.277888 [Google Scholar] [Crossref] 
  31. Gravetter, F. J., & Wallnau, L. B. (2007). Statistics for the behavioral sciences (7th ed.). Thomson Wadsworth. [Google Scholar]
  32. Guo, M., & Leung, F. K. S. (2021). Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools, 58(1), 107-123. doi: 10.1002/pits.22424 [Google Scholar] [Crossref] 
  33. Gümüş, K. A. (2018). An investigation of the relationship between secondary school students’ achievement goal orientations and their attitudes toward English (Unpublished master’s thesis). Kırıkkale University, Kırıkkale. [Google Scholar]
  34. Jiang, Y., Song, J., Lee, M., & Bong, M. (2014). Self-efficacy and achievement goals as motivational links between perceived contexts and achievement. Educational Psychology, 34(1), 92-117. doi: 10.1080/01443410.2013.863831 [Google Scholar] [Crossref] 
  35. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International; Lawrence Erlbaum Associates, Inc. [Google Scholar]
  36. Kayan Fadlelmula, F. (2011). A structural model on 7th grade students’ motivational beliefs, use of self-regulation strategies, and mathematics achievement (Unpublished doctoral dissertation). Middle East Technical University, Ankara. [Google Scholar]
  37. Kayan Fadlelmula, F., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Mathematics Education, 13, 1355-1375. doi: 10.1007/s10763-013-9499-4 [Google Scholar] [Crossref] 
  38. King, R. B., & Mendoza, N. B. (2020). Achievement goal contagion: Mastery and performance goals spread among classmates. Social Psychology of Education, 23, 795-814. doi: 10.1007/s11218-020-09559-x [Google Scholar] [Crossref] 
  39. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press. [Google Scholar]
  40. Köse, N. (2015). Effects of peer relations to happiness in adolescents. Inonu University Journal of the Graduate School of Education, 2(4), 1-6. [Google Scholar]
  41. Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198-1202. doi: 10.2307/2290157 [Google Scholar] [Crossref] 
  42. Liu, O. L. (2009). Evaluation of a learning strategies scale for middle school students. Journal of Psychoeducational Assessment, 27(4), 312-322. doi: 10.1177/0734282908327935 [Google Scholar] [Crossref] 
  43. Liu, O. L., Jackson, T., & Ling, G. (2008). An initial field trial of an instrument for measuring learning strategies of middle school students (Research Report ETS RR-08-03). Educational Testing Service. [Google Scholar]
  44. Lüftenegger, M., Klug, J., Harrer, K., Langer, M., Spiel, C., & Schober, B. (2016). Students’ achievement goals, learning-related emotions and academic achievement. Frontiers in Psychology, 7: 603. doi: 10.3389/fpsyg.2016.00603 [Google Scholar] [Crossref] 
  45. Magen-Nagar, N., & Cohen, L. (2017). Learning strategies as a mediator for motivation and a sense of achievement among students who study in MOOCs. Education and Information Technologies, 22(3), 1271-1290. doi: 10.1007/s10639-016-9492-y [Google Scholar] [Crossref] 
  46. Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. doi: 10.2307/2334770 [Google Scholar] [Crossref] 
  47. McClintic-Gilbert, M. S., Corpus, J. H., Wormington, S. V., & Haimovitz, K. (2013). The relationships among middle school students’ motivational orientations, learning strategies, and academic achievement. Middle Grades Research Journal, 8(1), 1-12. [Google Scholar]
  48. Memişoğlu, H. (2012, September 27-29). Teachers’ views on measurement and assessment practices in social studies [Paper presentation]. 2nd National Congress on Curriculum and Instruction, Bolu, Turkey. [Google Scholar]
  49. Ministry of National Education. (2018a). Social studies curriculum (Elementary and middle school grades 4, 5, 6 and 7). Board of Education. [Google Scholar]
  50. Ministry of National Education. (2018b). 2023 education vision. Retrieved August 27, 2019 from http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf  [Google Scholar]
  51. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice and performance. Psychological Review, 91(3), 328-346. doi: 10.1037/0033-295X.91.3.328 [Google Scholar] [Crossref] 
  52. Nopita, D., Agust, S., & Indriani, Y. (2021). Mind mapping-enhanced reading comprehension to Indonesia Islamic Junior High School students: An action research. J-SHMIC: Journal of English for Academic, 8(1), 24-31. doi: 10.25299/jshmic.2021.vol8(1).6029 [Google Scholar] [Crossref] 
  53. Oruç, Ş., Tokcan, H., & Akgün, İ. H. (2016). The award levels of graphics processing skills the seventh grade students in social studies lessons. The Journal of International Social Research, 9(42), 1265-1269. doi: 10.17719/jisr.20164216236 [Google Scholar] [Crossref] 
  54. Ozkal, N. (2013). The relationship between achievement goal orientations and self regulated learning strategies of secondary school students in social studies courses. International Journal of Academic Research Part B, 5(3), 387-394. doi: 10.7813/2075-4124.2013/5-3/B.59 [Google Scholar] [Crossref] 
  55. Özer, B. (2002). Learning strategies in the curricula of elementary and secondary schools. Educational Sciences and Practice, 1(1), 17-32. [Google Scholar]
  56. Öztekin, Z. (2012). The comparison of high school students learning styles according to high school type, academic achievement and gender (Unpublished master’s thesis). Yıldız Technical University, Istanbul. [Google Scholar]
  57. Pala, Ş. M., & Başıbüyük, A. (2019). The effect of mathematics skills on map, graphic and table reading skills in social studies courses. International Journal of New Approaches in Social Studies, 3(1), 41-56. [Google Scholar]
  58. Pallant, J. (2011). SPSS survival manual. A step by step guide to data analysis using SPSS (4th ed.). Crows Nest, Allen & Unwin. [Google Scholar]
  59. Paulino, P., Sá, I., & da Silva, A. L. (2016). Students’ motivation to learn in middle school – A self-regulated learning approach. Electronic Journal of Research in Educational Psychology, 14(2), 193-225. doi: 10.14204/ejrep.39.15169 [Google Scholar] [Crossref] 
  60. Pekrun, R., Elliot, A., & Maier, M.A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. doi: 10.1037/a0013383 [Google Scholar] [Crossref] 
  61. Richey, J. E., Bernacki, M. L., Belenky, D. M., & Nokes-Malach, T. J. (2018). Comparing class- and task-level measures of achievement goals. The Journal of Experimental Education, 86(4), 560-578. doi: 10.1080/00220973.2017.1386155 [Google Scholar] [Crossref] 
  62. Sağ, M., & Şit, K. Y. (2020). Examining the relationships between primary school 5th grade students’ learning strategies and learning styles: A case study. Bartın University Journal of Educational Research, 3(2), 24-36. [Google Scholar]
  63. Schleicher, A. (2017, 13 November). PISA director Andreas Schleicher: What you teach is no longer necessary. Retrieved August 9, 2019 from https://www.haberturk.com/pisa-direktoru-andreas-schleicher-ogrettikleriniz-artik-gereksiz-1711035 [Google Scholar]
  64. Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25(1), 116-119. doi: 10.1006/ceps.1999.1018 [Google Scholar] [Crossref] 
  65. Senemoğlu, N. (2015). Development, learning and instruction: From theory to practice (24th ed.). Yargı Yayınevi. [Google Scholar]
  66. Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL Journal, 7(2), 262-303. doi: 10.1002/tesj.202 [Google Scholar] [Crossref] 
  67. Skaalvik, E. M. (2018). Mathematics anxiety and coping strategies among middle school students: Relations with students’ achievement goal orientations and level of performance. Social Psychology of Education, 21(3), 709-723. doi: 10.1007/s11218-018-9433-2 [Google Scholar] [Crossref] 
  68. Somuncuoğlu, Y., & Yıldırım, A. (1999). Relationship between achievement goal orientations and use of learning strategies. The Journal of Educational Research, 92(5), 267-277. doi: 10.1080/00220679909597606 [Google Scholar] [Crossref] 
  69. Stoeber, J., Haskew, A. E., & Scott, C. (2015). Perfectionism and exam performance: The mediating effect of task-approach goals. Personality and Individual Differences, 74, 171-176. doi: 10.1016/j.paid.2014.10.016 [Google Scholar] [Crossref] 
  70. Sucuoğlu, H., & Gökdağ Baltaoğlu, M. (2020). Learning strategies used by preservice teacher with achievement goal orientation. Mehmet Akif Ersoy University Journal of Education Faculty, 53, 393-410. doi: 10.21764/maeuefd.532793 [Google Scholar] [Crossref] 
  71. Sümer, N. (2000). Structural equation modeling: Basic concepts and applications. Turkish Psychological Review, 3(6), 49-74. [Google Scholar]
  72. Świątkowski, W., & Dompnier, B. (2020). A regulatory focus perspective on performance goals' effects on achievement: A small-scale meta-analytical approach. Learning and Individual Differences, 78: 101840. doi: 10.1016/j.lindif.2020.101840 [Google Scholar] [Crossref] 
  73. Şahin (Yanpar), T. (1994). The relationship of academic self-concept, in-class learning and out-of-class study styles with achievement in fourth grade social studies. Hacettepe University Journal of Education, 10, 43-48. [Google Scholar]
  74. Şanlı, C., & Pınar, A. (2017). An investigation of the social sciences courses exam questions according to revised Bloom’s taxonomy. Elementary Education Online, 16(3), 949-959. doi: 10.17051/ilkonline.2017.330234 [Google Scholar] [Crossref] 
  75. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson Education. [Google Scholar]
  76. Tay, B. (2005). Learning strategies in social studies text books. Gazi University Journal of Kırşehir Education Faculty, 6(1), 209-225. [Google Scholar]
  77. Tunçer, B. K., & Güven, B. (2007). Effects of learning strategies on academic achievement, students’ recalling level and students’ attitudes toward assigned courses. Yuzuncu Yil University Journal of Education, 4(2), 1-20. [Google Scholar]
  78. Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and Individual Differences, 79: 101854. doi: 10.1016/j.lindif.2020.101854 [Google Scholar] [Crossref] 
  79. Ursavaş, Ö. F. (2015). The influence of hedonic and utilitarian motivations on teachers’ behavioral intention to use tablet PCs. Education and Science, 40(179), 25-43. doi: 10.15390/EB.2015.4346 [Google Scholar] [Crossref] 
  80. Üzbe, N. (2013). The role of achievement goal orientation, self esteem and academic achievement in prediction of self handicapping (Unpublished master’s thesis). Gazi University, Ankara. [Google Scholar]
  81. Üztemur, S. (2020). Achievement goals and learning approaches in the context of social studies teaching: Comparative analysis of 3x2 and 2x2 models. Participatory Educational Research, 7(2), 1-18. doi: 10.17275/per.20.16.7.2 [Google Scholar] [Crossref] 
  82. Washburn, E., Sielaff, C., & Golden, K. (2016). The use of a cognitive strategy to support argument-based writing in a ninth grade social studies classroom. Literacy Research and Instruction, 55(4), 353-374. doi: 10.1080/19388071.2016.1165319 [Google Scholar] [Crossref] 
  83. Weinstein, C. E., & Hume, L. M. (1998). Study strategies for lifelong learning (1st ed.). American Psychological Association. [Google Scholar]
  84. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). Macmillan Company. [Google Scholar]
  85. Wentzel, K. R., Jablansky, S., & Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157–180. doi: 10.1037/edu0000468 [Google Scholar] [Crossref] 
  86. Wirthwein, L., Sparfeldt, J. R., Heyder, A., Buch, S. R., Rost, D. H., & Steinmayr, R. (2020). Sex differences in achievement goals: Do school subjects matter? European Journal of Psychology of Education, 35, 403-427. doi: 10.1007/s10212-019-00427-7 [Google Scholar] [Crossref] 
  87. Won, S., Wolters, C. A., & Mueller, S. A. (2018). Sense of belonging and self-regulated learning: Testing achievement goals as mediators. The Journal of Experimental Education, 86(3), 402-418. doi: 10.1080/00220973.2016.1277337 [Google Scholar] [Crossref] 
  88. Yıldız, N. (2003). The effect of teaching learning strategies on the academic success and recalling levels of the 5th grade primary school students in the science course (Unpublished master’s thesis). Anadolu University, Eskişehir. [Google Scholar]
  89. Yorulmaz, E. (2001). The impact of learning to learn strategies on pupils success in social studies courses in primary education (Unpublished master’s thesis). Çanakkale Onsekiz Mart University, Çanakkale. [Google Scholar]
  90. Zhou, M., Adesope, O. O., Winne, P. H., & Nesbit, J. C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 13, e1. doi: 10.1017/prp.2018.28  [Google Scholar] [Crossref]