TY - JOUR
T1 - Uncovering Malaysian Secondary School Students’ Academic Hardiness in Science, Conceptions of Learning Science, and Science Learning Self-Efficacy
T2 - a Structural Equation Modelling Analysis
AU - Wong, Seng Yue
AU - Liang, Jyh Chong
AU - Tsai, Chin Chung
N1 - Funding Information:
This study was funded by Ministry of Science and Technology, Taiwan (grant number MOST106–2511-S-003-059-MY3). 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. Acknowledgements
Funding Information:
The authors would like to acknowledge the Ministry of Science and Technology Taiwan for their funding, and the "Institute for Research Excellence in Learning Sciences" of National Taiwan Normal University from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education Taiwan for financial support. Special thanks to the Ministry of Education Malaysia for providing permission to conduct the survey in schools. The authors also would like to thank all students and teachers for participation and helping in the data collection.
Funding Information:
The authors would like to acknowledge the Ministry of Science and Technology Taiwan for their funding, and the "Institute for Research Excellence in Learning Sciences" of National Taiwan Normal University from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education?Taiwan for financial support. Special thanks to the Ministry of Education Malaysia for providing permission to conduct the survey in schools. The authors also would like?to thank?all students and teachers for participation and helping in the data collection.
Publisher Copyright:
© 2019, Springer Nature B.V.
PY - 2021/10
Y1 - 2021/10
N2 - The objective of this study was to explore the relationships between academic hardiness in science, conceptions of learning science, and science learning self-efficacy among Malaysian middle school students. The respondents were 320 eighth-grade students from two selected Malaysian middle schools. Three questionnaires were used for this survey: Academic Hardiness in Science (AHS) regarding “commitment,” Conceptions of Learning Science (COLS), including “memorizing,” “calculating and practicing,” and “understanding and seeing in a new way,” and Science Learning Self-Efficacy (SLSE), consisting of “cognition,” “practical work,” “everyday application,” and “science communication.” These three questionnaires were validated and found to be reliable for measuring students’ AHS, COLS, and SLSE. Pearson’s correlation findings indicated that AHS was significantly and positively correlated to all the factors in COLS and SLSE, and all the factors in COLS were significantly and positively correlated to all the factors in SLSE. The relationships among AHS, COLS, and SLSE were then identified by the structural equation model technique. Students with a high commitment to learning science, and who perceived learning science as understanding and seeing in a new way are prone to have confidence at all levels of science learning self-efficacy.
AB - The objective of this study was to explore the relationships between academic hardiness in science, conceptions of learning science, and science learning self-efficacy among Malaysian middle school students. The respondents were 320 eighth-grade students from two selected Malaysian middle schools. Three questionnaires were used for this survey: Academic Hardiness in Science (AHS) regarding “commitment,” Conceptions of Learning Science (COLS), including “memorizing,” “calculating and practicing,” and “understanding and seeing in a new way,” and Science Learning Self-Efficacy (SLSE), consisting of “cognition,” “practical work,” “everyday application,” and “science communication.” These three questionnaires were validated and found to be reliable for measuring students’ AHS, COLS, and SLSE. Pearson’s correlation findings indicated that AHS was significantly and positively correlated to all the factors in COLS and SLSE, and all the factors in COLS were significantly and positively correlated to all the factors in SLSE. The relationships among AHS, COLS, and SLSE were then identified by the structural equation model technique. Students with a high commitment to learning science, and who perceived learning science as understanding and seeing in a new way are prone to have confidence at all levels of science learning self-efficacy.
KW - Conceptions
KW - Hardiness
KW - Science learning
KW - Self-efficacy
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U2 - 10.1007/s11165-019-09908-7
DO - 10.1007/s11165-019-09908-7
M3 - Article
AN - SCOPUS:85076910895
SN - 0157-244X
VL - 51
SP - 537
EP - 564
JO - Research in Science Education
JF - Research in Science Education
ER -