Explaining Science Self-Efficacy.

Autor/inn/en	Smist, Julianne M.; Owen, Steven V.
Titel	Explaining Science Self-Efficacy.
Quelle	(1994), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biographical Inventories; Biological Sciences; Educational Research; High Schools; Physical Sciences; Science Education; Science Laboratories; Science Tests; Self Efficacy; Womens Education; Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Abwasserbiologie; Bildungsforschung; Pädagogische Forschung; High school; Oberschule; Natural sciences; Naturwissenschaften; Naturwissenschaft; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; 'Women''s education'; Frauenbildung
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC