The Mediating-Moderating Model of Inquiry-Based Learning and Science Self-Efficacy: Evidence from PISA 2015

Autor/inn/en	Liu, Yimeng; Wang, Jian
Titel	The Mediating-Moderating Model of Inquiry-Based Learning and Science Self-Efficacy: Evidence from PISA 2015
Quelle	In: International Journal of Science Education, 44 (2022) 7, S.1096-1119 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2067364
Schlagwörter	International Assessment; Achievement Tests; Foreign Countries; Secondary School Students; Self Efficacy; Inquiry; Active Learning; Science Interests; Item Response Theory; Test Items; Correlation; Teacher Student Relationship; Models; Teaching Methods; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Item-Response-Theorie; Test content; Testaufgabe; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating--moderating model, which involved the mediating role of science interest and the moderating role of teacher support. The results indicated that (1) inquiry-based learning had a significant positive correlation with science self-efficacy; (2) science interest partially mediated the relationship between inquiry-based learning and science self-efficacy, with an indirect effect accounting for 20.1% of the total effect; and (3) teacher support moderated the direct effect positively while moderating the indirect effect negatively. These details of the link between inquiry-based learning and science self-efficacy provided theoretical guidance and practical support to improve the application of inquiry-based learning in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01