Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes.

Autor/inn/en	Jansen, Malte; Scherer, Ronny; Schroeders, Ulrich
Titel	Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Gefälligkeitsübersetzung: Selbstkonzept und Selbstwirksamkeit von Schülern in den Naturwissenschaften: Unterschiedliche Beziehungen zu Vorläufern und Bildungsergebnissen.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 13-24Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.11.002
Schlagwörter	Sozialer Vergleich; Selbstkonzept; Selbstwirksamkeit; Sekundarbereich; Junior High School; Schüler; Schülerin; Leistungsmotivation; Lernmotivation; Lehrmethode; Naturwissenschaftlicher Unterricht
Abstract	Examined differences in the antecedents and educational outcomes of students' self-concepts and self-efficacy in the sciences. Data taken from the 2006 PISA study included 4,891 high-school students (mean age 15 years) in Grades 7-11. A student questionnaire including scales to assess academic self-concept in science, science self-efficacy, opportunities-to-learn in science lessons, and questions on future-oriented motivation, as well as science achievement tests was completed. Results of a multilevel regression approach showed, as expected, a strong relationship between competence beliefs and educational outcomes. Academic self-concepts were found to be more reliant on social comparisons and peer group effects. In contrast, hands-on activities had a more positive effect on academic self-efficacy (ASE) consistent with the conceptualization of ASE as a task-specific (rather than general) evaluation more affected by mastery experiences. Surprisingly, investigative learning had some negative effect on ASE suggesting that overly challenging tasks without proper instruction can lead to feelings of failure and inadequacy. Further research to study how inquiry-based science teaching can best be designed to encourage mastery experiences is suggested. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3