Abstract:

The aim of this study was to investigate the contributions of high school students’ achievement goal orientations, physics learning self-efficacy beliefs and physics learning conceptions on their physics performance. Comparisons in terms of gender, grade level and field were also made for these variables. The sample of this study consisted of 518 students from ninth, tenth and eleventh grades. The instruments that were administrated to students were the Achievement Goal Orientation Questionnaire (AGQ), Physics Learning Self-Efficacy Questionnaire (PLSEQ) and Physics Learning Conceptions Questionnaire (PLCQ). Multiple regression analysis, two-way ANOVA and one-way MANOVA were used to analyze data. The results of this study suggested that 12.4 percent of variance of students’ physics performance was explained by these variables. Gender and field differences were also detected.

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