The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course

Partin, Matthew; Haney, Jodi
January 2012
Learning Environments Research;2012, Vol. 15 Issue 1, p103
Academic Journal
In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to test a path model describing the mediating effects of motivation and attitudes on learning environments and course performance. The study considered contemporary understanding of teaching and learning, as well as motivation and attitudes, in suggesting a direction for future reform efforts and to guide post-secondary science education instructors and leaders in the design of learning environments for undergraduate non-major biology courses. Among the classroom learning environment variables assessed in this study, personal relevance was the major contributor to predicting attitudes, motivation and course performance. Although the classroom learning environment had a very weak direct effect on course performance, there was a moderate total effect on self-efficacy and intrinsic goal orientation. The classroom learning environment also had a moderate total effect on attitudes toward biology. Attitudes toward biology had a moderate direct effect on self-efficacy. While attitudes toward biology was significantly correlated with course performance, the direct effect was extremely weak and was dropped from the model. However, attitudes toward biology had a moderate indirect effect on course performance due to the mediating effects of self-efficacy. Self-efficacy had a strong direct effect on course performance and therefore seemed to be particularly important. The model tested in this study explained 33 % of the variance in course performance, 56 % of the variance in self-efficacy, 24 % of the variance in attitudes toward biology, and 18 % of the variance in intrinsic goal orientation. To improve course performance, instructors should focus on building self-efficacy among their students and ensure that students find the course personally relevant.


Related Articles

  • Desire, Judgment, and Reason: Exploring the Path not Taken. Hurley, Paul // Journal of Ethics;Oct2007, Vol. 11 Issue 4, p437 

    At the outset of The Possibility of Altruism Thomas Nagel charts two paths out of the fundamental dilemma confronting metaethics. The first path rejects the claim that a persuasive account of the motivational backing of ethical judgments must involve an agent’s desires. But it is the...

  • You Can't Make Me! Morrison, Terri // Business Traveler;Mar2012, p58 

    The article presents the author's insights on the motivating factor, which starts with cultural identity. She mentions several motivating factors beside power, money and family including religious beliefs, leisure time, and non-verbal praise. She says that avoiding trouble is the biggest...

  • The influence of emotion on students' performance in dissection exercises. Holstermann, Nina; Grube, Dietmar; Bögeholz, Susanne // Journal of Biological Education (Society of Biology);Autumn2009, Vol. 43 Issue 4, p164 

    This paper investigates the issue of how emotions such as disgust influence students' self-efficacy belief in terms of mastering a dissection task and also how these affect their interest in the biology of the heart. Following models of intrinsic motivation and the development of motivation, we...

  • THE POWER OF EMPOWERMENT: Having Faith in Students. DODA, NANCY M. // Education Digest;Nov2011, Vol. 77 Issue 3, p14 

    The article presents a discussion of the role of student empowerment in learning, adapted from the article "The Power of Empowerment: Having Faith in Students," by Nancy M. Doda, which was published in volume 14, issue 4 of the journal "Middle Ground."

  • Intransitivity and Vague Preferences. Aldred, Jonathan // Journal of Ethics;Oct2007, Vol. 11 Issue 4, p377 

    This paper is concerned with intransitivity in normative rational choice. It focuses on a class of intransitivities which have received little attention, those involving vague preferences. “Vague preferences” are defined in terms of vague predicates such as “red” or...

  • The Impact of Perceived Group Success -- Failure on Motivational Beliefs and Attitudes: A Causal Model. Riggs, Matt L.; Knight, Patrick A. // Journal of Applied Psychology;Oct94, Vol. 79 Issue 5, p755 

    Two models describing the theoretical relationship among the constructs of perceived group success-failure, individual and collective levels of job-specific efficacy and outcome expectancy, satisfaction, and organizational commitment were developed. Model 1 proposed that the causal relationship...

  • Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs. Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J. // High School Journal;Feb/Mar2013, Vol. 96 Issue 3, p232 

    We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with...

  • Internalism and the explanation of belief/motivation changes. Stratton-Lake, Philip // Analysis;Oct98, Vol. 58 Issue 4, p312 

    Deals with the debate between Alexander Miller and Michael Smith on the claim of Smith that weak internalism is the best explanation of the reliable connection between changes in moral belief and motivation. Inability of the internalist in explaining the reliable connection according to Miller;...

  • Between internalism and externalism in ethics. Simpson, Evan // Philosophical Quarterly;Apr99, Vol. 49 Issue 195, p201 

    Analyzes internalist and externalist claims on moral beliefs and motivation. Characterization of motives; Dispositional account of beliefs; Externalism in discussions limited to `thin' moral considerations; Middle ground between internalism and externalism; Dependency relation between beliefs...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics