Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement

Tzung Jin Lin*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Promoting student engagement in learning activities and tasks has been a pivotal issue and goal of science education. Relevant literature has not yet addressed the underlying associations among students’ self-efficacy and engagement in science learning from a multi-dimensional perspective. Thus, this study aimed to examine the structural relationships between the two constructs through the structural equation modelling technique to differentiate the predictive powers of multi-faceted self-efficacy on various forms of engagement. A total of 478 Taiwanese senior high school students were invited to answer two survey instruments concerning self-efficacy and engagement in science learning, respectively. The main findings indicate that, first, the ‘Science Learning Engagement Instrument’ was proven to be valid and reliable to assess the students’ five distinct forms of engagement, including Cognitive, Behavioral, Emotional, Social, and Agentic engagement. It seems that the students had less agentic engagement experiences compared to the other forms of learning engagement. Moreover, this study further identified the multifaceted effects of self-efficacy on the manifold aspects of learning engagement in the literature. Overall, the path analysis results provide evidence that, in order to deeply engage learners in science learning, promoting their science learning self-efficacy from various aspects is of great importance.

Original languageEnglish
Pages (from-to)1193-1207
Number of pages15
JournalInternational Journal of Science Education
Volume43
Issue number8
DOIs
Publication statusPublished - 2021

Keywords

  • Affective domain
  • engagement
  • secondary/high school
  • self-efficacy

ASJC Scopus subject areas

  • Education

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