Taiwanese Students' Science Learning Self-Efficacy and Teacher and Student Science Hardiness: A Multilevel Model Approach

Autor/inn/en	Wang, Ya-Ling; Tsai, Chin-Chung
Titel	Taiwanese Students' Science Learning Self-Efficacy and Teacher and Student Science Hardiness: A Multilevel Model Approach
Quelle	In: European Journal of Psychology of Education, 31 (2016) 4, S.537-555 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0285-2
Schlagwörter	Self Efficacy; Science Instruction; Questionnaires; Asians; Science Teachers; Foreign Countries; Teacher Surveys; Student Surveys; Junior High Schools; Hierarchical Linear Modeling; Teaching Methods; Grade 7; Grade 8; Grade 9; Taiwan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Asian; Asiat; Asiatin; Asiaten; Asiate; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Schülerbefragung; Sekundarstufe I; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e., the courage that is needed to turn stressful changes from burdens into advantageous growth in science education settings). The current research was conducted through collecting survey responses from both teachers (i.e., using the self-report teacher science hardiness questionnaire) and students (i.e., using the self-report student science hardiness and the self-report science learning self-efficacy questionnaires). A total of 45 Taiwanese science teachers were solicited from junior high schools. Also, we recruited students who were taught by these 45 teachers. In total, 1145 junior high school students whose ages ranged from 12 to 16, with a mean of 13.68 (SD = 0.90), were invited to take part in the study. Of these students, 268 were in the seventh grade, 430 were in the eighth grade, and 447 were in the ninth grade. The results of hierarchical linear modeling (HLM) confirmed our hypothesis that teacher science hardiness fostered student science hardiness, which in turn contributed to the students' science learning self-efficacy. The findings revealed that both teacher and student science hardiness play important roles in explaining the structure of science learning self-efficacy. To enhance science learning self-efficacy, educators should develop programs for teachers and students to increase their science hardiness. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01