Self‐efficacy as a predictor of academic performance in science (original) (raw)
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Asia Pacific Journal of Social and Behavioral Sciences, 2019
The focus of this study was to determine the influence of self-efficacy, study habits, and teaching strategies to student performance in Science of the junior high school students. The study utilized the descriptive research design examining the relationship of self-efficacy, study habits, and teaching strategies to science performance across grade levels. The results revealed that the overall science performance of the 323 sample respondents from Grades 7 to 10 is satisfactory. Varied teaching strategies in teaching science were experienced about half of the lessons by the students. There was significant differences in student's performance in science and teaching strategies experienced among grade levels while no significant difference was found in the students' study habits and self-efficacy. The overall rating on the study habits of the students was moderately good, and among the three variables, only self-efficacy could significantly influence the academic performance in science of the Junior High School students. It is recommended that an in-depth study to qualitatively determine the relationship of variables studied in this research be done.
Self-Efficacy Relationship on Science Achievement amongst National Secondary School Students
Creative Education
This study has aimed to identify the relationship of self-efficacy in science with academic achievement amongst national secondary school students in the Rompin district. This study is a quantitative research using the survey method through a questionnaire. A total of 191 students from 4 schools in the Rompin were involved in this study. The data were analysed using descriptive and inferential statistics methods. This study found that practical work was the highest contributing factor to student self-efficacy (M = 3.77, SD = 0.572) whilst cognitive skills were the lowest contributor (M = 3.13, SD = 0.437). An independent sample t-test analysis showed that there were significant differences in the self-efficacy of science between male and female students. The study found that female students' self-efficacy (M = 3.49, SD = 0.363) was higher than for males (M = 3.28, SD = 0.384). The Pearson correlation test showed that there was no significant relationship between self-efficacy and academic achievement, where r = 0.124 and p = 0.09. The implication of the findings from this study can assist the Ministry of Education Malaysia (MOE), schools, and teachers, especially science education teachers, in developing strategies to enhance student science self-efficacy and thus, increase students' participation in Science streams.
The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire ‘Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy.
2017
The current study aimed to investigate the effect of self-efficacy on students' achievement in science. The case of secondary school science students' is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire 'Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students' and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents' job status...
The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement
Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I)
One of the critical subjects in school that needs to be assessed is a science subject. Without a science subject, students cannot observe and understand a phenomenon on earth. However, results from an international study such as Trends International in Mathematics and Science (TIMSS), students in Indonesia performed poorly compared to students from another country. Furthermore, science is one of the essential education for children as it included in the STEM Education (Science, Technology, Engineering and Mathematics). From some empirical evidence, student’s attitude and self-efficacy (beliefs about their ability and skill) were found to be dominant predictors of student’s achievement, not excluded, science achievement. However, most of the research analyses the data under conventional regression analysis. Instead of under the structural modelling, and so the results can be considered carefully. This research will analyze a science achievement of Indonesian cohort, and the predictor...
Sociology of Sport Journal, 2021
The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy pos...
Development of a short-form measure of Self-Efficacy in Science and Technology
Despite an increased focus on science, technology, engineering, and mathematics (STEM) in U.S. schools, today’s students often struggle to maintain adequate performance in these fields compared with students in other countries (Cheek in Thinking constructively about science, technology, and society education. State University of New York, Albany, 1992; Enyedy and Goldberg 2004; Mandinach and Lewis 2006). In addition, despite considerable pressure to promote the placement of students into STEM career fields, U.S. placement is relatively low (Sadler et al. in Sci Educ 96(3):411–427, 2012; Subotnik et al. in Identifying and developing talent in science, technology, engineering, and mathematics (STEM): an agenda for research, policy and practice. International handbook, part XII, pp 1313–1326, 2009). One explanation for the decline of STEM career placement in the U.S. rests with low student affect concerning STEM concepts and related content, especially in terms of self-efficacy. Researchers define self-efficacy as the internal belief that a student can succeed in learning, and that understanding student success lies in students’ externalized actions or behaviors (Bandura in Psychol Rev 84(2):191–215, 1977). Evidence suggests that high self-efficacy in STEM can result in student selection of STEM in later educational endeavors, culminating in STEM career selection (Zeldin et al. in J Res Sci Teach 45(9):1036–1058, 2007). However, other factors such as proficiency play a role as well. The lack of appropriate measures of self-efficacy can greatly affect STEM career selection due to inadequate targeting of this affective trait and loss of opportunity for early intervention by educators. Lack of early intervention decreases selection of STEM courses and careers (Valla and Williams in J Women Minor Sci Eng 18(1), 2012; Lent et al. in J Couns Psychol 38(4), 1991). Therefore, this study developed a short-form measure of self-efficacy to help identify students in need of intervention.
Explaining Science Self-Efficacy
In order to avoid the projected shortfall of a half a million science and engineering professionals by the year 2010, many believe that we must find ways to increase the number of minorities and women who choose the sciences as a discipline of study. This study, involving 500 high school students, explores the collective relationships among science self-efficacy, attitudes toward science, and the attributions for success and failure in science. Student attitude toward science was measured using the Test of Science Related Attitudes (TOSRA). The Science Self-Efficacy Questionnaire was developed to measure beliefs about competence in school science tasks. In predicting physics, biology, and chemistry self-efficacy, the biographical and aptitude blocks together explained significant variation. In predicting laboratory self-efficacy, the combination of biographical and aptitude measures explained significant but modest variance. The researchers concluded that certain stable variables (aptitude) predict science self-efficacy. However, alterable variables (attributions and attitudes) explained substantially more variation in science self-efficacy, and the overall effect sizes were very large. Contains 28 references. (ZWH)
Systematic Literature Review: Science Self-Efficacy in Science Learning
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Learning success is often represented by numbers that indicate the extent to which students can achieve educational goals. However, basically, the success is determined by how much effort and their self-efficacy in learning. Therefore, the purpose of this study is to describe students' self-efficacy in learning and teachers' self-efficacy in teaching science. To obtain more comprehensive data and explanations, the Systematic Literature Review method was used in this study. This method is used to analyze 168 articles indexed by Google Scholar. In general, the stages of this research include planning, conducting, and reporting. The research was conducted by referring to three research questions, namely (1) How is the student's selfefficacy in learning science?, (2) How is the teacher's self-efficacy in teaching science, and (3) how is the relationship between self-efficacy and other variables. The results obtained indicate that Science Self-efficacy in students can be raised by familiarizing students to obtain success in learning science while in teachers it is raised through teaching practicum training. This research is expected to provide an overview for researchers and teachers to develop selfefficacy in science learning.
Profiles of the Sources of Science Self-Efficacy
The purpose of this study was to investigate (a) the latent profiles that arise from middle and high school students' (N = 1225) reported exposure to information from the four hypothesized sources of self-efficacy; (b) the relationships between these latent profiles and science self-efficacy and science achievement; and (c) the differences in latent profiles as a function of implicit theory of science ability, gender, and grade level. Results revealed that a four-class solution fit the data the best. Results support past findings indicating that mastery experiences are a powerful source of self-efficacy. Furthermore, there seemed to be an additive benefit of drawing from multiple sources simultaneously. Gender did not predict membership in these four profiles, but implicit theory of ability and grade level did. The results show that students in the most adaptive profiles drew from multiple sources of efficacy-relevant information and espoused a strong belief in the plasticity of their science abilities, whereas those who were in the least adaptive profiles exhibited a high degree of negative affect and held a fixed view of science ability.