Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Development of An Inventory to Classify Task Commitment Type in Science Learning and Its Application to Classify Students' Types

  • Received : 2013.03.13
  • Accepted : 2013.05.21
  • Published : 2013.05.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to develop an inventory to classify task commitment types of science learning and to classify highschool students' task commitment types. Firstly, inventory questions were designed following the literature analysis on the task commitment components which involve self confidence, high goal setting, and focused attention. Prototype inventory underwent the content validity test, pilot test, and reliability test. Through these steps, final inventory was input to 462 high school students and underwent the factor analysis and cluster analysis. Factor analysis confirmed three components of task commitment as the three factors of inventory questions. In order to find how many clusters exist, factors of developed inventory became new variables. Each factor's factor mean was calculated and served as the new variable of the cluster analysis. Cluster analysis extracted five clusters as task commitment types. The 5 clusters were suggested by the agglomarative schedule and dendrogram gained from a hierarchical cluster analysis with the setting of the Ward algorithm and Squared Euclidean distance. Based on the factor mean score, traits of each cluster could be drawn out. Inventory developed by this study is expected to be used to identify student commitment types and assess the effectiveness of task commitment enhancement programs.

Keywords

References

  1. Anderson, P., Griego, O. V., & Stevens, R. H. (2010). Using business theory to motivate undergraduate students in goal attainment: An empirical assessment and model for high level motivation and goal attainment. International Education Studies, 3(3), 26-31.
  2. Aznar, M. M., & Orcajo., T. I. (2005). Solving problems in genetics. International Journal of Science Education, 27(1), 101-121. https://doi.org/10.1080/09500690410001673801
  3. Bakker, A. B. (2008). The work-related flow inventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72, 400-414. https://doi.org/10.1016/j.jvb.2007.11.007
  4. Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  5. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  7. Banerjee, A., & Dave, N. D. (2011). Robust Clustering, WIREs. Data Mining Knowledge Discovery, 2, 29-59.
  8. Blank, J., & Hertzog, N. B. (2003). Strengthening task commitment in preschool children. Young Exceptional Children, 7(11), 11- 20. https://doi.org/10.1177/109625060300700102
  9. Butler, D. L., & Cartier, S. C. (2004).Promoting effective task interpretation as an important work habit: A key to successful teaching and learning. Teachers College Record, 106, 1729-1758. https://doi.org/10.1111/j.1467-9620.2004.00403.x
  10. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245
  11. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
  12. Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. New York: Harper.
  13. De Corte, E. (1996). Instructional psychology: Overview. In E. De Corte & F. E. Weinert (Eds.), International encyclopedia of developmental and instructional psychology (pp. 33-43). Oxford, England: Elsevier.
  14. Dodd, N. G., & Anderson, K. S. (1996). A test of goal commitment as a moderator of the relationship between goal level and performance. Journal of Social Behavior and Personality, 11(2), 329-336.
  15. Doran, R. L. (1980). Basic Measurement and Evaluation of Science Instruction. Washington, DC: National Science Teachers Association.
  16. Elliot, A. J., McGregor, H. A., & Cable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563. https://doi.org/10.1037/0022-0663.91.3.549
  17. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156. https://doi.org/10.1023/A:1009057102306
  18. Feldhusen, J. F., & Goh, B. E. (1995). Assessing and accessing creativity: An integrative review of theory, research, and development. Creativity Research Journal, 8(3), 231-247. https://doi.org/10.1207/s15326934crj0803_3
  19. Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning on student attitudes toward science, problem-solving skills, and sense of community in the classroom. Journal of Classroom Interaction, 47(1), 23-30.
  20. Fisdel, J. G. (1988). An assessment tool for goal-setting in sporting environments. San Diego, CA: San Diego State University.
  21. Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency. Newbury Park, CA: Sage
  22. Gagne, R. M. (1980). Preparing the learner for new learning. Theory Into Practice, 19(1), 6- 9. https://doi.org/10.1080/00405848009542865
  23. Granger, C. R. (1983). The classification conundrum. The Science Teacher, 50, 43-44.
  24. Greene, B. A., & Miller, R. B. (1996). Influences on course performance: goals, perceived ability, and self regulation. Contemporary Educational Psychology, 21, 181- 192. https://doi.org/10.1006/ceps.1996.0015
  25. Greene, B. A., Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students'cognitive engagement and achievement: Contribution of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482. https://doi.org/10.1016/j.cedpsych.2004.01.006
  26. Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372. https://doi.org/10.3102/003465430303953
  27. Hall, D. T. & Foster, L. W. (1977). A psychological success cycle and goal setting: goals, performance, and attitudes. The Academy of Management Journal, 20(2), 282-290. https://doi.org/10.2307/255401
  28. Handcock, M. S., Raftery, A. E., & Tantrum, J. M. (2007). Model-based clustering for social networks. Journal of Royal Statistical Society, 2, 301-354.
  29. Harkins, S. G., & Lowe, M. D. (2000). The effects of self-set goals on task performance. Journal of Applied Social Psychology, 30(1), 1- 40. https://doi.org/10.1111/j.1559-1816.2000.tb02303.x
  30. Hollenbeck, J. R., O'Leary, A. M., Klein, H. J., & Wright, P. M. (1989). Investigation of the construct validity of a self-report measure of goal commitment. Journal of Applied Psychology, 74(6), 951-956. https://doi.org/10.1037/0021-9010.74.6.951
  31. Houtz, J. C., & Selby, E. C. (2009). Problem solving style, creative thinking, and problem solving confidence, Educational Research Quarterly, 33(1), 18-30.
  32. Imam, S. S. (2007). General Self-efficacy Scale: Dimensionality, Internal consistency, and temporal stability. Culture, Knowledge and Understanding Conference, Singapore, May 2007.
  33. Isaksen, S. G., & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. Second Quater, 38(2), 75-101.
  34. Kell, C., & van Deursen, R. (2003). Does a problem-solving based curriculum develop lifelong learning skills in undergraduate students? Physiotherapy, 89(9), 523-530. https://doi.org/10.1016/S0031-9406(05)60178-2
  35. Keller, J. M. (2010). Motivational Design for Learning and Performance; The ARCS Model Approach. New York, NY; Springer Publishing Company.
  36. Kruschke, J. K. (2003). Attention in learning. Directions in Psychological Science, 12(5), 171- 175. https://doi.org/10.1111/1467-8721.01254
  37. Kwon, Y. J., Jeong, J. S., Park, Y. B., & Kang M. J. (2003). A philosophical study on the generating process of declarative scientific knowledge: Focused on inductive, abductive, and deductive process. Journal of the Korean Association for Research in Science Education, 23(3), 215-228.
  38. Kwon, Y. J., & Lee, J. K. (2010). Learningrelated changes on the brain activation on the brain activation patterns in classification of knowledge-generation and understanding. Journal of the Korean Association for Research in Science Education, 30(4), 487-497.
  39. Kwon, Y. J., Lee, J. K., & Lee, I. S. (2007). Development of the Classification Ability Quotient Equation through the Analysis of Science Teachers'Classification Task. Secondary Education Research, 55(3), 21-43.
  40. Lee-Corbin, H., & Denicolo, P. (1998). Portraits of the able child: Highlights of case study research. High Abilities Studies, 9, 207- 218. https://doi.org/10.1080/1359813980090206
  41. Lee, E. K., Han, K. W., Kim, S. S., & Lee, Y. J. (2007). A Study on teacing-learning strategies for flow experience in e-Learning environment. The Journal of Korea Computer Education, 10(1), 22-32.
  42. Lemcool, K. E. (2007). Effects of coaching on self-regulated learning strategy use and achievement in an entry-level nursing class. Unpublished Doctoral Dissertation, University of South Alabama.
  43. Ley, K., & Young, D. B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49(2), 93-103. https://doi.org/10.1007/BF02504930
  44. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705
  45. Locke, E. A., & Latham, G. P. (2006). New directions in Goal setting theory. Current Directions in Psychological Science, 15(5), 265- 268. https://doi.org/10.1111/j.1467-8721.2006.00449.x
  46. Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
  47. McCayk, K. D., Hinsz, V. B., & McCaul, H. S. (1987). The effects of commitment to performance goals on effort. Journal of Applied Social Psychology, 17(5), 437-452. https://doi.org/10.1111/j.1559-1816.1987.tb00323.x
  48. McHardy, R. J., Blanchard, P. B., & de Wet, C. F. (2009). Ecological stewardship and gifted children. Gifted Child Today, 32(4), 16-23.
  49. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student's goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523. https://doi.org/10.1037/0022-0663.80.4.514
  50. Meijer, J., Veenman, M. V. J., & van Hout- Wolters, B. H. A. M. (2006). Metacognitive activities in text studying and problem solving: development of a taxonomy. Educational Research and Evaluation, 12, 209-237. https://doi.org/10.1080/13803610500479991
  51. Mendaglio, S. (1995). Children who are gifted/ADHD. Gifted Child Today, 18, 37-40.
  52. Moilanen, K. L. (2007). The adolescent selfregulatory inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835-848. https://doi.org/10.1007/s10964-006-9107-9
  53. Overton, G. K., & Macvicar, R. (2008). Requesting a commitment to change: Conditions that produce behavioral or attitudinal commitment. Journal of Continuing Education in the Health Professions, 28(2), 60-66. https://doi.org/10.1002/chp.158
  54. Park, J. S., Lee, I. S., Lee, J. K., & Kwon, Y. J. (2010). Development of a negative emotion prediction model by cortisol-hormonal change during the biological classification. Journal of Science Education, 34(2), 185-192.
  55. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. https://doi.org/10.1037/0022-0663.92.3.544
  56. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219- 225. https://doi.org/10.1207/s15430421tip4104_3
  57. Prokop, P., Prokop, M., & Tunnicliffe, S. D. (2007). Is biology boring? Student attitudes toward biology. Journal of the biological education, 42(1), 36-39. https://doi.org/10.1080/00219266.2007.9656105
  58. Renzulli, J. S. (1997). The schoolwide enrichment model: How-to guide for educational excellence. Mansfield Center, CT: Creative Learning Press.
  59. Renzulli, J. S. (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9(2), 95-114. https://doi.org/10.1023/A:1009429218821
  60. Renzulli, J. S. (2002). Emerging conceptions of giftedness: building a bridge to the new century. Exceptionality, 10(2), 67-75. https://doi.org/10.1207/S15327035EX1002_2
  61. Roeser, R. W., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents? selfappraisals and academic engagement: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422. https://doi.org/10.1037/0022-0663.88.3.408
  62. Russo, C. F. (2004). A comparative study of creativity and cognitive problem-solving strategies of high-IQ and average students. The Gifted Child Quarterly, 48(3), 179-190. https://doi.org/10.1177/001698620404800303
  63. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. https://doi.org/10.1037/0022-3514.43.3.450
  64. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
  65. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371. https://doi.org/10.1007/BF02212307
  66. Schellings, G. L. M., & Broekkamp, H. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition Learning, 6, 65-82 https://doi.org/10.1007/s11409-010-9067-z
  67. Schwarzer, R., Born, A., Iwawaki, S., Lee, Y. M., Saito, E., & Yue, X. (1997). The assessment of optimistic self-beliefs: Comparison of the Chinese, Indonesian, Japanese and Korean versions of the General Self-Efficacy Scale. Psychologia: An International Journal of Psychology in the Orient, 40(1), 1-13.
  68. Shawer, S. F. (2010). Self-efficacy levels and student-teacher language teaching skills. Academic Leadership, 8(3), 1-26.
  69. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. https://doi.org/10.1521/scpq.18.2.158.21860
  70. Smith, G. F. (2005). Problem based learning: Can it improve managerial thinking? Journal of Management Education, 29, 357-378. https://doi.org/10.1177/1052562904269642
  71. Somers, M. J., & Birnbaum, D. (1998). Workrelated commitment and job performance: It's also the nature of the performance that counts. Journal of Organizational Behavior, 19(6), 621- 634. https://doi.org/10.1002/(SICI)1099-1379(1998110)19:6<621::AID-JOB853>3.0.CO;2-B
  72. Spaulding, T. J., Plante, E., & Vance, R. (2008). Sustained selective attention skills of preschool children with specific language impairment: Evidence for separate attentional capacities. Journal of Speech, Language, and Hearing Research, 51, 16-34. https://doi.org/10.1044/1092-4388(2008/002)
  73. Tuckman, B. W. (1990). Group versus Goal setting effects on the self regulated performance of students differing in self-efficacy. The Journal of Experimental Education, 58(4), 291- 298. https://doi.org/10.1080/00220973.1990.10806543
  74. van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: a practical guide to modelling cognitive processes. San Diego, CA: Academic press.
  75. Vazquez-Bernal, B., Mellado, V., Jimenez- Perez, R., & Lenero, M. C. T. (2012). The process of change in a science teacher's professional development: A case study based on the types of problems in the classroom. Science Education, 96(2), 337-363. https://doi.org/10.1002/sce.20474
  76. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17. https://doi.org/10.1207/s15326985ep2501_2
  77. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In. Schunk, D. H., & Zimmerman, B. J. (Eds). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, MI: Erlbaum.
  78. Zimmerman, B. J. (2002). Becoming a selfregulated learner: An overview. Theory Into Practice, 41(2), 64-72. https://doi.org/10.1207/s15430421tip4102_2