The purpose of this study is to examine relationships among pre-service science teachers’ conceptual knowledge of electric current, motivational beliefs, and self-regulation. One hundred and twenty-seven students (female = 107, male = 20) enrolled in the science education program of a public university in Ankara participated the study.
Materials and methods:
A concept map technique was used to determine students’ conceptual knowledge level of electric current. To determine students’ motivational beliefs and self-regulation, a scale developed by Velayutham, Aldridge, and Fraser (2011) was first translated into Turkish and adapted to Turkish culture and then used as a measurement tool.
Results showed that students’ motivational beliefs were positively associated with their self-regulation, and students’ task value, self-efficacy, and self-regulation were positively related with students’ conceptual knowledge of electric current.
These results show that students’ motivational beliefs and self-regulation have important roles in students’ conceptual knowledge level when assessed using concept map technique.