TY - JOUR
T1 - Exploring the structure of science learning self-efficacy
T2 - the role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students
AU - Wang, Ya Ling
AU - Tsai, Chin Chung
N1 - Funding Information:
This work was financially supported by the “Institute for Research Excellence in Learning Sciences”of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan and the Ministry of Science and Technology, Taiwan [Most 106-2511-S-003 -059 -MY3].
Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - 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.
AB - 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.
KW - Science learning self-efficacy
KW - perceived responses to capitalization attempts–science learning
KW - science learning hardiness
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U2 - 10.1080/02635143.2018.1480476
DO - 10.1080/02635143.2018.1480476
M3 - Article
AN - SCOPUS:85048133937
SN - 0263-5143
VL - 37
SP - 54
EP - 70
JO - Research in Science and Technological Education
JF - Research in Science and Technological Education
IS - 1
ER -