Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Ya Ling Wang, Jyh Chong Liang, Chin Chung Tsai

研究成果: 雜誌貢獻文章

6 引文 斯高帕斯(Scopus)


Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students’ confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

頁(從 - 到)579-594
期刊International Journal of Science Education
出版狀態已發佈 - 2018 四月 13


ASJC Scopus subject areas

  • Education