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International Education Studies, v9 n3 p12-23 2016

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading comprehension achievement and intrinsic motivation of wanting to master a task at a high level. A total of 42 5th grade students at Ilshin Elementary School in South Korea participated in this study. The experiment group (n = 22) has undergone concept mapping training while the control group (n = 20) has not. All students were required to fill out questionnaires based on mastery goals, performance goals and academic self-efficacy. The results indicated that concept-mapping did not increase mastery goals and mastery goals had no effect on test scores. In addition, the interaction effect between academic self-efficacy and condition did not increase mastery goals and had no effect on test scores. In conclusion, the reduced number of samples may have caused a potential source of instability considering the statistical procedure chosen.

Descriptors: Concept Mapping, Self Efficacy, Mastery Learning, Goal Orientation, Pretests Posttests, Learning Motivation, Learning Strategies, Reading Comprehension, Reading Achievement, Control Groups, Questionnaires, Student Attitudes, Reading Tests, Scores, Correlation, Academic Ability, Statistical Analysis, Experimental Groups, Foreign Countries, Elementary School Students, Grade 5, Cooperative Learning, Likert Scales, Multiple Regression Analysis

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Autor: Wilson, Andrew; Kim, Wonsun

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=311&id=EJ1093342







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