Examining the Mediating Effect of Science Self-Efficacy on the Relationship between Metavariables and Science Achievement

Autor/inn/en	Kirbulut, Zubeyde Demet; Uzuntiryaki-Kondakci, Esen
Titel	Examining the Mediating Effect of Science Self-Efficacy on the Relationship between Metavariables and Science Achievement
Quelle	In: International Journal of Science Education, 41 (2019) 8, S.995-1014 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1585594
Schlagwörter	Self Efficacy; Metacognition; Science Process Skills; Science Achievement; Middle School Students; Grade 8; Student Attitudes; Predictor Variables; Foreign Countries; Learning Strategies; Questionnaires; Affective Behavior; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Prädiktor; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Affective disturbance; Active behaviour; Affektive Störung; Türkei
Abstract	Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual awareness, metaconceptual regulation, affective awareness, and affective regulation) and science achievement with the mediating effect of science self-efficacy through structural equation modeling. A total of 576 eighth grade students participated in the study. Results indicated that science self-efficacy partially mediated the relationship that metaconceptual regulation and affective regulation have with science achievement. In other words, students who monitor and evaluate their existing conceptions and follow, control, and adapt their emotions are likely to have high science self-efficacy and then high science achievement. In addition, metaconceptual awareness, metaconceptual regulation, and affective regulation positively predicted science self-efficacy, which was itself a positive predictor of science achievement. The findings imply that metavariables are essential components of science achievement via self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01