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Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: A structural equation model in undergraduates

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: A structural equation model in undergraduates

“However, in the present study, the positive effects from autonomy support to expectancy and value variables were higher for perceived importance and utility, and lower for expectancy and interest.” (p.648) “...Perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance.” (p.640)

González, A., & Paoloni, P. V. (2015). Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: A structural equation model in undergraduates. Chemistry Education Research and Practice, 16(3), 640–653. doi:10.1039/c5rp00058k

Resource Theme(s): Developing capstone curriculum to enhance student achievement, Understanding student autonomy to enhance student achievement

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