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Personality and engagement in learning physics: the mediating effect of achievement goals / Petričević, Ema ; Rovan, Daria ; Pavlin-Bernardić, Nina ; Putarek, Vanja ; Vlahović-Štetić, Vesna.

By: Petričević, Ema.
Contributor(s): Rovan, Daria [aut] | Pavlin-Bernardić, Nina [aut] | Putarek, Vanja [aut] | Vlahović-Štetić, Vesna [aut].
Material type: materialTypeLabelArticleDescription: 205-215.Other title: Personality and engagement in learning physics: the mediating effect of achievement goals [Naslov na engleskom:].Subject(s): 5.06 | students' engagement ; learning physics ; perfectionism ; reinforcement sensitivity ; achievement goals | students' engagement ; learning physics ; perfectionism ; reinforcement sensitivity ; achievement goalsOnline resources: Click here to access online In: 20th Psychology Days in Zadar: Book of Selected Proceedings str. 205-215Summary: To achieve expected learning outcomes, students must be actively engaged in the learning process. Studies have shown that engagement consists of three components: behavioral, cognitive, and emotional (Fredrics, Blumenfeld, & Paris, 2004). Students' engagement in learning depends on their relation to the subject of teaching and the quality of the educational process, but in this study, we have focused on personal determinants of engagement. In particular, we were interested in the extent to which individual differences in the personal characteristics of students and their motivational orientations reflect the level of their engagement in learning physics. Therefore, the purpose of this study was to explore the relationship of perfectionism and reinforcement sensitivity to different components of students' engagement in learning physics, and to examine whether achievement goals have a mediational role in this relationship. The participants were 224 students in Grades 7–8 (50.5% boys) from 12 classes in three elementary schools in Croatia. The participants filled out questionnaires that measured their engagement in learning physics, achievement goals, perfectionism, and reinforcement sensitivity. The results showed different patterns of relationships of different aspects of engagement to perfectionism, reinforcement sensitivity and achievement goals. The mediational analyses showed that achievement goals have a mediational role in the relationships of adaptive perfectionism, behavioral activation system and fight‐flight‐freeze system to behavioral and cognitive engagement but not to emotional engagement.
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To achieve expected learning outcomes, students must be actively engaged in the learning process. Studies have shown that engagement consists of three components: behavioral, cognitive, and emotional (Fredrics, Blumenfeld, & Paris, 2004). Students' engagement in learning depends on their relation to the subject of teaching and the quality of the educational process, but in this study, we have focused on personal determinants of engagement. In particular, we were interested in the extent to which individual differences in the personal characteristics of students and their motivational orientations reflect the level of their engagement in learning physics. Therefore, the purpose of this study was to explore the relationship of perfectionism and reinforcement sensitivity to different components of students' engagement in learning physics, and to examine whether achievement goals have a mediational role in this relationship. The participants were 224 students in Grades 7–8 (50.5% boys) from 12 classes in three elementary schools in Croatia. The participants filled out questionnaires that measured their engagement in learning physics, achievement goals, perfectionism, and reinforcement sensitivity. The results showed different patterns of relationships of different aspects of engagement to perfectionism, reinforcement sensitivity and achievement goals. The mediational analyses showed that achievement goals have a mediational role in the relationships of adaptive perfectionism, behavioral activation system and fight‐flight‐freeze system to behavioral and cognitive engagement but not to emotional engagement.

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