Students´ achievements in scientific subjects, such as biology, have stringently declined during the past decade. In order to disrupt these declining results in scientific subjects it´s important to identify factors leading to decreased academic achievements within the scientific subjects. This study aims to investigate the association between students´ achievements in biology and self-efficacy beliefs, intrinsic motivation, extrinsic motivation and amotivation among 120 Swedish students with an age between thirteen and fifteen years s. A self-efficacy sub-scale of the “Motivational for Learning Questionnaire” (MSLQ) was used to evaluate students´ self-efficacy beliefs and an “Academic Motivation Scale for Learning Biology” (AMSLB) was used to determine students´ motivation to learn biology. The results showed a significant positive correlation between students´ biology achievement and self-efficacy beliefs, intrinsic motivation and extrinsic motivation. Further, a significant negative correlation was found between students´ biology achievement and amotivation. These findings indicates that both self-efficacy beliefs, intrinsic motivation and extrinsic motivation could be important underlying factors that positively impact students´ achievements in biology.

The purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students&rsquo / biology achievement.A total of 1035 students from different high schools in Yenimahalle and &Ccedil / ankaya districts of Ankara participated in the study.The Motivated Strategies for Learning Questionnaire (MSLQ / Pintrich, Smith, Garcia &amp / McKeachie / 1991) and Biology Achievement Test(BAT) were used to collect data. Results of the the simultaneous multiple regression analysis indicated that 11th grade students&rsquo / gender, task values, self-efficacies and elaboration learning strategies were statistically significant predictors of their Biology achievement / whereas rehearsal and organization learning strategies were not.

This study aimed to explore the roles of students&amp / #8217 / motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students&amp / #8217 / biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected schools throughout the &Ccedil / ankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade students in fall 2002-2003 semester. The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students&amp / #8217 / learning styles had a significant effect on their biology achievement when students&amp / #8217 / motivational beliefs were controlled. The most common learning style type was found to be assimilating for the subjects of this study. Moreover, the biology achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students&amp / #8217 / biology achievement.

This study aimed at investigating the contribution of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy and test anxiety), cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, effort regulation, peer learning, help seeking) to Turkish high school students&rsquo / achievement in biology. In this study Turkish version of the Motivated Strategies for Learning Questionnaire developed by Pintrich, Smith, Garcia, and McKeachie (1991) and a Biology Achievement Test developed by the researcher were used as measuring instruments. The study was conducted in 15 selected schools throughout the five districts in Yozgat (Sorgun, Yerk&ouml / y, Bogazliyan and Saraykent districts and city center) with a total of 519 tenth grade General and Anatolian high school students attending Mathematics and Science group in spring 2004&ndash / 2005 semester. The data obtained from the administration of the measuring instruments were analyzed by using Multiple Linear Regression Analyses and a Canonical Correlation Analysis. Results of the statistical analyses indicated that extrinsic goal orientation and task value each made a statistically significant contribution to the prediction of students&rsquo / achievement (p&amp / #61500 / 0.05), while intrinsic goal orientation, control of learning beliefs, self-efficacy for learning and performance, and test anxiety failed to achieve significance (p &gt / 0.05). Rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning each made a statistically significant contribution to the prediction of students&rsquo / achievement in biology. The first pair of canonical variates indicated that higher levels of intrinsic goal orientation, task value, and self-efficacy for learning and performance were associated with higher levels of cognitive and metacognitive strategy use except rehearsal strategy use and help seeking.