![]() ![]() The results from both analysis suggested that task orientation was the most influential predictor of student motivation and self-regulation in science learning and self-efficacy beliefs was the motivational construct that significantly influenced students’ self-regulation in science. Analysis was conducted using both PLS and AMOS to investigate the relative performance of these two SEM approaches. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. ![]() The primary aim of this study was three-fold: 1) to identify salient psychosocial features of the classroom environment that influence students’ motivation and self-regulation in science learning 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students’ self-regulation in science classrooms and 3) to compare results from variance and covariance-based structural equation modeling (SEM) analysis. ![]()
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