Investigating the Interrelationships among Conceptions of, Approaches to, and Self-Efficacy in Learning Science

Autor/inn/en	Zheng, Lanqin; Dong, Yan; Huang, Ronghuai; Chang, Chun-Yen; Bhagat, Kaushal Kumar
Titel	Investigating the Interrelationships among Conceptions of, Approaches to, and Self-Efficacy in Learning Science
Quelle	In: International Journal of Science Education, 40 (2018) 2, S.139-158 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bhagat, Kaushal Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1402142
Schlagwörter	Self Efficacy; Elementary School Science; Elementary School Students; Student Attitudes; Learning Strategies; Factor Analysis; Path Analysis; Questionnaires; Structural Equation Models; Correlation; Scientific Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Pfadanalyse; Fragebogen; Korrelation; Ausland
Abstract	The purpose of this study was to examine the relations between primary school students' conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students' conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students' lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students' deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01