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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. 相似文献

19.

Modelling achievement in advanced computer science: the role of learner characteristics and perceived learning environment

Fadia Nasser-Abu Alhija Orna Levi-Eliyahu 《Computer Science Education》2019,29(1):79-102

Background and Context: Understanding the effects of learner characteristics and perceived learning environment on achievement in academic fields including Computer Science (CS) is of critical importance.

Objective: This study aimed at testing a hypothesized model of achievement in CS in terms of the learner and the learning environment characteristics.

Method: Data were collected using a questionnaire administered to a random sample of 315 eleventh and twelfth-grade advanced CS students (28% girls). Structural equation modelling (SEM) analysis was utilized to test the proposed structural model.

Findings: The hypothesized structural model fits the data reasonably, yet five of the 17 assumed effects were not significant. A modified model with only significant effects fit the data well and accounted for 41% of the variance. Mathematics achievement, self-efficacy and classroom learning environment are the most influential variables on achievement in CS.

Implications: The findings bear important implication for helping students by resolving obstacles that obstruct their learning and achievement. 相似文献

20.

Students’ views of uncertainty in formal and personal science

Meadow Schroeder Anne McKeough Susan A. Graham Stephen P. Norris 《Research in Science & Technological Education》2019,37(2):239-257

Background: Uncertainty is a crucial element of scientific knowledge growth. Students should have some understanding of how science knowledge is developed and why scientific conclusions are considered more or less certain than others. A component of the nature of science, it is considered an important aspect of science education and allows students to recognize the limitations of scientific research.

Purpose: This study examined Grades 5 and 9 students’ views of uncertainty in their personal scientific research and the formal scientific research of professionals.

Sample: This study included 33 students in Grade 5 (n = 17) and Grade 9 (n = 16). The students were recruited from a charter school that emphasised inquiry instruction.

Design and methods: Data were collected through interviews. Students were asked their views of their inquiry-based projects and their views of professional science.

Results: Interview data and statistical analyses indicated that students recognized uncertainty in personal science, which varied across elements of the scientific process. Additionally, their views of uncertainty in formal science tended to change across grades and knowledge of uncertainty in personal and formal science were positively correlated.

Conclusion: These findings offer insights into the processes by which students come to understand uncertainty in science and point to ways of fostering such knowledge through teaching practices. 相似文献