ganotice jr ppt
TRANSCRIPT
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Model 1. A hypothesized conceptual model (serial model) depicting the role of
facilitating conditions and sense of self as predictors of achievement goals and
achievement. Note. Solid lines represent positive relations and dashed lines represent
negative relations.
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Model 2. The hypothesized conceptual model (parallel model) depicting the role of
facilitating conditions and sense of self as predictors of achievement via achievement
goals. Note. Solid lines represent positive relations and dashed lines represent negative
relations.
ParentSupport
TeacherSupport
Peer Help
Negative Parent
Influence
Negative Peer
Influence
Sense ofPurpose
Sense ofReliance
Positive Self-
Concept
Negative Self-
Concept
MasteryGoals
Performance
Goals
Performance
-Avoidance
Social Goals
Extrinsic
Goals
Achievement
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Positive SocialSupport
Teacher SupportParent Support
Peer Help
Negative SocialSupport
Negative ParentInfluence
Negative PeerInfluence
Self Reliance Sense of Purpose Positive Self-Concept
Negative Self-Concept
Mastery Goal PerformanceGoal
Performance-Avoidance
Social Goal Extrinsic Goal
Achievement inChemistry
FacilitatingConditionsQuestionnaire(FCQ)
Sense of SelfScale (SOS)
Inventory ofSchoolMotivation(ISM)
First QuarterChemistryAchievementTest (FQCAT)
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First
Wave
Second
Wave
Third
Wave
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Model RMSEA NFI NNFI CFI
Model 1 Serial
model.19 .96 .82 .96
Model 2
Parallel model.08 .99 .97 .99
Note:RMSEA = root mean squareerror approximation (.05-.08 good fit); NFI
= normed fit index, (.95-1.00 good fit); NNFI = non-normed fit index and CFI= comparative fit index (>.97 good fit, >.97 acceptable fit)
The model that better describes therelationship of facilitating conditions, senseof
self, and achievement
Findings
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Variable Public Private df F p Eta squareM M
Facilitating Conditions
Parent support 3.45 4.57 1, 1692 518.98 .01 0.23
Teacher support 3.41 4.41 1, 1692 855.79 .01 0.33
Peer help 3.44 4.57 1, 1692 1056.27 .01 0.38
Negative parent influence 3.14 1.44 1, 1692 988.64 .01 0.36
Negative peer influence 2.91 1.46 1, 1692 635.81 .01 0.27Sense of Self
Sense of purpose 3.68 4.67 1, 1692 440.11 .01 0.20
Sense of reliance 3.34 4.45 1, 1692 290.95 .01 0.14
Negative self-concept 2.69 2.06 1, 1692 127.086 .01 0.06
Positive self-concept 3.67 4.47 1, 1692 558.12 .01 0.24
Achievement Goals
Mastery goals 3.72 4.57 1, 1692 474.73 .01 0.21
Performancegoals 3.34 4.17 1, 1692 290.95 .01 0.14
Socialgoals 3.86 4.27 1, 1692 188.95 .01 0.10
Extrinsic goals 3.65 4.49 1, 1692 473.66 .01 0.21 Performance-avoidance 2.81 1.89 1, 1692 302.00 .01 0.15
Findings Differences of facilitating conditions, sense of self, and achievementgoals of the participants frompublic and private schools
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rivate school students have ahigher provision for positive
facilitating conditions(parent, teacher and peer
help), better positive senseof
self (e.g., senseof purpose,senseof reliance, positiveself-concept) and higher ininternally-referenced (e.g.,
mastery goals) and
externally-referenced goals(e.g., performance, social andextrinsic goals).
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Thederived-model
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Findings Difference in First Quarter ChemistryAchievement
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Findings
PathGroup
Parameter
estimateP
Mastery goals > achievementPu
lic 1.
.
**
Private .
.
Performance goals > achievementPu
lic.
1
.
Private 1. 7
. 1 *
Social goals > achievementPu
lic .2
. 2
Private 1.7
.
**
Extrinsic goals > achievementPu
lic -1.17
.
**
Private
.
2 .
**
Performance-avoidance > achievementPu
lic -1. 27 . 1 *
Private -1.
2.
7**
* Significant at .
** significant at . 1
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Description
Public schools students are moreintrinsically-motivated learners
Private school students are moreextrinsically-motivated learners.
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Findings
Parent support, negativepeer influence (-) Mastery goals
Peer elp, negative parentinfluence (-), negative peerinfluence (-)
Perfor ance goals
Social goals
Parent support, teac ersupport
trinsic goals
Parent support (-), peer
elp (-), negative parentinfluence, negative peerinfluence
Perfor ance-
avoidance goals
>
>
>
>
>
Parent support, teachersupport, peer help, negativeparent influence (-)
Mastery goals
Parent support, teachersupport Performance goals
Parent support, teachersupport
Social goals
Parent support, teachersupport
Extrinsic goals
Negative peer influence Performance-avoidance goals
>
>
>
>
>
Note:
ll relationships contained in the ta le are significant
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It is apparent that more facilitating conditions were given to private school
students which predicted a number of subsequent achievement goals.
Interesting differences may be noted, like in terms of social goals, these goalswere not predicted by social support of public school participants but it did for
private school students.
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Findings
Sense of purpose, senseofreliance, positive self-concept
Mastery goals
Sense of purpose, senseofreliance, negative self-concept (-), positive self-concept
Performance goals
Social goals
Sense of purpose, senseofreliance, negative selfconcept (-), positive self-concept
Extrinsic goals
Sense of purpose (-), sense
of reliance (-), negativeself-concept, positive self-concept (-)
Performance-
avoidance goals
>
>
>
>
>
Sense of purpose, senseofreliance, positive self-concept
Mastery goals
Sense of purpose, senseofreliance, positive self-concept
Performance goals
Positive self-concept negativeself-concept (-), Social goals
Sense of purpose, senseof
reliance Extrinsic goals
Senseof purpose, senseofreliance
Performance-avoidance goals
>
>
>
>
>
Note: All relationships contained in the table are significant
In somewhat similar fashion, senseof self constructs were able to predict achievement
goals of the two groups of students. Noteddifference, however, is on social goals
where these goals were predicted by positive and negative self-concept for privateschools but noneof the senseof self constructs predicted social goals of public school
participants.
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Findings
PathGroup
Parameterestimate
p
Parent support > achievementPublic 0.637 0.342 Private 8.283 0.006
Teacher support > achievementPublic 3.317 0.000
Private 0.407 0.568
Peer help > achievementPublic 1.388 0.117Private 7.228 0.009
Negative parent influence >achievement
Public -0.584 0.034 Private -0.804 0.140
Negative peer influence >achievement
Public -0.924 0.022 Private -1.986 0.000
Predictors (Public)
Teacher support
Negative parent influence (-)
Negative peer influence (-)
Predictors (Private )
Parent support
Peer help
Negative peer influence (-)
p < .05,
p < .01
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Findings
PathGroup
Parameterestimate
p
Senseof purpose > achievementPublic 0.016 0.980Private 0.448 0.628
Senseof reliance > achievement
Public 0.559 0.376
Private 2.531 0.003
Negative self-concept > achievementPublic -0.372 0.239Private -1.375 0.007
Positive self-concept > achievementPublic 1.268 0.021 Private 1.073 0.155
Predictors (Public)
Positive self-concept
Predictors (Private)
Senseof reliance Negative self-concept
p < .05, p < .01
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Salamat
po!
Thank youfor
listening!