A multivariate model of conceptual change

• Published in: Instructional science Vol. 44; no. 2; pp. 125 - 145
• Main Authors: Taasoobshirazi, Gita, Heddy, Benjamin, Bailey, MarLynn, Farley, John
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.04.2016; Springer Netherlands; Springer Nature B.V
• Subjects: Academic grades; Anxiety; Boredom; Change; Cognition; Cognitive models; College Students; Concept Formation; Education; Educational Psychology; Emotional Response; Emotions; Goal Orientation; Grades (Scholastic); Incentives; Individual Differences; Introductory Courses; Learning and Instruction; Learning Motivation; Methods Research; Motivation; Motivation research; Multivariate Analysis; Need for cognition; Path Analysis; Pedagogic Psychology; Physics; Psychological Patterns; Research Methodology; Resistance (Psychology); Schemata (Cognition); Science Instruction; Scientific Concepts; Social Environment; Structural Equation Models; Student Attitudes; Student Motivation; Teaching Methods; Conceptual change; Engagement; Structural equation modeling; Motivation; Emotions
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-016-9372-2

The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra (J Res Sci Teach 48:901-918, 2011) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and conceptual change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students' motivation, deep cognitive engagement, course grade, and conceptual change. Motivational variables were linked to cognitive engagement, course grade, and conceptual change. Finally, students' course grade was linked to their conceptual change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed.