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

Ya Ling Wang, Chin Chung Tsai

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)54-70
頁數17
期刊Research in Science and Technological Education
37
發行號1
DOIs
出版狀態已發佈 - 2019 一月 2

ASJC Scopus subject areas

  • 教育

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