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

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.