The Interrelationship among High School Students' Conceptions of Learning Science, Self-Regulated Learning Science, and Science Learning Self-Efficacy

Autor/inn/en	Ho, Hsin Ning Jessie; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	The Interrelationship among High School Students' Conceptions of Learning Science, Self-Regulated Learning Science, and Science Learning Self-Efficacy
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 5, S.943-962 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Jyh-Chong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10205-x
Schlagwörter	High School Students; Student Attitudes; Concept Formation; Thinking Skills; Metacognition; Science Education; Learning Processes; Self Efficacy; Goal Orientation; Scientific Concepts; Foreign Countries; Critical Thinking; Cognitive Ability; Abstract Reasoning; Correlation; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Concept learning; Begriffsbildung; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Ausland; Kritisches Denken; Abstraktes Denken; Denken; Korrelation
Abstract	This research explored the interrelationship among Taiwanese high school students' conceptions of learning science (COLS), self-regulated learning science (SRLS), and science learning self-efficacy (SLSE). A total of 309 students participated in the study, and the self-report survey data were collected to measure these three constructs. Four COLS factors ("Testing," "Calculating and practicing," "Application," and "Understanding and seeing in a new way"), two SRLS dimensions ("Preparatory SRLS" [task definition, goal setting, planning] and "Enactment SRLS" [controlling, monitoring, reflecting]), and two SLSE factors ("Conceptual understanding" and "Higher-order cognitive skills"), which adhere to the cognitive learning dimensions, were included for analysis. The results revealed a direct relationship between Testing and SLSE without going through any of the SRLS constructs. However, no direct relationship was built among other COLS components and the two SLSE dimensions. There are direct relationships among "Calculating and practicing," "Application," and the two SRLS constructs, but "Understanding and seeing in a new way" solely links to "Enactment SRLS" and not to "Preparatory SRLS." In the end, the two SRLS constructs are directly associated with the students' SLSE dimensions. These results have the important implication that learners' COLS have a significant impact on their SRL engagement, which eventually leads to their beliefs about their cognitive abilities in learning the abstract concepts and critical thinking tasks in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01