Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

Autor/inn/en	Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy
Quelle	In: International Journal of Science Education, 40 (2018) 6, S.579-594 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1315780
Schlagwörter	Self Efficacy; Cross Cultural Studies; Thinking Skills; Cognitive Ability; Science Education; Correlation; Cultural Differences; Foreign Countries; College Students; Structural Equation Models; Statistical Analysis; Science Instruction; Measures (Individuals); Factor Analysis; Comparative Analysis; Student Attitudes; United States; Taiwan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Cultural comparison; Kulturvergleich; Denkfähigkeit; Naturwissenschaftliche Bildung; Korrelation; Kultureller Unterschied; Ausland; Collegestudent; Statistische Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Messdaten; Faktorenanalyse; Schülerverhalten; USA
Abstract	Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01