Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation
Hüseyin İnaltun 1 * , Salih Ateş 1
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1 Gazi University* Corresponding Author


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.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 6, 1657-1676

Publication date: 29 Sep 2015

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Article Downloads: 982

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