Exploring the Structure of Science Learning Self-Efficacy: The Role of Science Learning Hardiness and Perceived Responses to Capitalization Attempts among Taiwanese Junior High School Students

Autor/inn/en	Wang, Ya-Ling; Tsai, Chin-Chung
Titel	Exploring the Structure of Science Learning Self-Efficacy: The Role of Science Learning Hardiness and Perceived Responses to Capitalization Attempts among Taiwanese Junior High School Students
Quelle	In: Research in Science & Technological Education, 37 (2019) 1, S.54-70 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2018.1480476
Schlagwörter	Self Efficacy; Junior High School Students; Science Instruction; Resilience (Psychology); Foreign Countries; Positive Attitudes; Feedback (Response); Negative Attitudes; Influences; Persistence; Student Attitudes; Science Teachers; Concept Formation; Cognitive Ability; Science Process Skills; Communication Skills; Taiwan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Negative Fixierung; Influence; Einfluss; Einflussfaktor; Ausdauer; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Denkfähigkeit; Kommunikationsstil
Abstract	Background: Despite the growing body of research on self-efficacy, previous studies have failed to clarify exactly how it is constructed. Meanwhile, the literature indicates that, in Taiwan, junior high school students tend to show lower self-efficacy in learning science compared with elementary and senior high school students. Purpose: This study aimed to develop a mediational model providing the factors accounting for Taiwanese junior high school adolescents' science learning self-efficacy (SLSE), especially from the perspectives of both interpersonal and intrapersonal factors. Design: We therefore proposed a mediational model to delineate the relationships among students' perceived responses to capitalization attempts -- science learning (PRCA-SL), science learning hardiness (SLH) and SLSE by conducting structural equation modeling (SEM). Sample: A total of 1,170 junior high school students in Taiwan were invited to take part in the study. Results: The results confirmed our hypothesis that students' PRCA-SL fostered their science learning hardiness, which in turn contributed to their science learning self-efficacy. Conclusions: The findings confirmed the mediational model wherein science learning hardiness completely mediated the relationship between PRCA-SL and science learning self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01