A Multi-Dimensional Instrument for Evaluating Taiwanese High School Students' Science Learning Self-Efficacy in Relation to Their Approaches to Learning Science

Autor/inn/en	Lin, Tzung-Jin; Tsai, Chin-Chung
Titel	A Multi-Dimensional Instrument for Evaluating Taiwanese High School Students' Science Learning Self-Efficacy in Relation to Their Approaches to Learning Science
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 6, S.1275-1301 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9376-6
Schlagwörter	High School Students; Science Education; Cognitive Style; Foreign Countries; Self Efficacy; Validity; Correlation; Construct Validity; Measures (Individuals); Reliability; Cognitive Ability; Communication Skills; Scientific Concepts; Knowledge Level; Learning Strategies; Student Attitudes; Regression (Statistics); Predictor Variables; Thinking Skills; Taiwan + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Cognitive styles; Kognitiver Stil; Ausland; Self-efficacy; Selbstwirksamkeit; Gültigkeit; Korrelation; Messdaten; Reliabilität; Denkfähigkeit; Kommunikationsstil; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Regression; Regressionsanalyse; Prädiktor
Abstract	In the past, students' science learning self-efficacy (SLSE) was usually measured by questionnaires that consisted of only a single scale, which might be insufficient to fully understand their SLSE. In this study, a multi-dimensional instrument, the SLSE instrument, was developed and validated to assess students' SLSE based on the previous literature. Besides, the interrelations between students' approaches to learning science and SLSE were explored. A total of 311 Taiwanese eighth graders were invited to respond to the SLSE instrument and the Approaches to Learning Science (ALS) questionnaire. After ensuring several types of validity (e.g. construct validity and criterion-related validity) and the reliability of the SLSE questionnaire, the results suggested that the SLSE instrument should have satisfactory validity and reliability to measure Taiwanese eighth graders' SLSE in terms of 5 dimensions: Conceptual Understanding, Higher-Order Cognitive Skills, Practical Work, Everyday Application, and Science Communication. Moreover, through Pearson correlation analyses, the results revealed that the Taiwanese eighth graders who perceived themselves as having a deep motive, along with the orientation of surface motive, tended to report higher SLSE. Also, those students who reported adopting deep strategies to learn science were more likely to possess higher SLSE. The regression results indicated that, overall, the students' deep strategies and deep motive were strong predictors of their SLSE, particularly for the Higher-Order Thinking Skills SLSE. Yet, the Practical Work SLSE could only be predicted by the Deep Strategy dimension of ALS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10