A multidimensional investigation of students’ science self-efficacy: The role of gender

Merve SEZGİNTÜRK, (Orta Doğu Teknik Üniversitesi, Ankara, Türkiye)
Semra SUNGUR (Orta Doğu Teknik Üniversitesi, Ankara, Türkiye)
İlköğretim Online (elektronik)
1 0
Yıl: 2020 Cilt: 19 Sayı: 1 Sayfa Aralığı: 208 - 218 Metin Dili: İngilizce DOI: 10.17051/ilkonline.2020.653660 İndeks Tarihi: 10-04-2020

A multidimensional investigation of students’ science self-efficacy: The role of gender

Öz:
The purpose of the current study was twofold: firstly, to examine gender difference in middleschool students’ science self-efficacy from a multidimensional perspective, and secondly, to explore therelationships among the science self-efficacy dimensions across gender. For these specified purposes, aquestionnaire assessing science self-efficacy in terms of five dimensions, namely conceptualunderstanding, higher-order cognitive skills, practical work, everyday applications, and sciencecommunication, was validated for Turkish middle school students. Then, in order to examine the genderdifference, the data obtained from the administration of the questionnaire to 461 middle school students(222 girls and 239 boys) were analyzed using Multivariate Analysis of Variance. According to the results,there was no statistical significant mean difference between boys and girls with respect to science selfefficacy dimensions. Both genders did not appear to be highly self- efficacious. Furthermore, pathanalyses results revealed that all the proposed relationships among the science self-efficacy dimensionswere significant for both genders. However, strength of the relations appeared to vary across gender.Based on the results, it is suggested that, to enhance students’ science self-efficacy for both genders,science teachers implement student-centered teaching methods in their classes
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Aldridge, J., & Goldman, R. (2002). Gender equity and education. In S. Dragin (Eds.), Current issues and trends in education (pp. 163-170). Boston: Allyn and Bacon.
  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin,103 (3), 411-423.
  • Baldwin, J., Ebert-May, D. & Burns, D. (1999). The development of a college biology self-efficacy instrument for non-majors. Science Education, 83, 397–408.
  • Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliff, NJ: Prentice-Hall.
  • Bandura A. (1977). Social learning theory. NewYork: General Learning Press.
  • Bandura, A. (Eds.). (1995). Self-efficacy in changing societies. New York, NY, US: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bircan, H. & Sungur, S. (2016). The role of motivation and cognitive engagement in science achievement, Science Education International, 27 (4), 509-529.
  • Britner SL, Pajares F (2006) Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43 (5), 485–499.
  • Capa Aydin, Y. & Uzuntiryaki, E. (2009). Development and psychometric evaluation of the high school chemistry self-efficacy scale. Educational and Psychological Measurement, 69 (5), 868–880.
  • Chang, H. P., Chen, C. C., Guo, G. J., Cheng, Y. J., Lin, C. Y., & Jen, T. H. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9 (5), 1213-1233.
  • Dindar, H., & Yangın, S. (2007). İlköğretim fen ve teknoloji dersi öğretim programına geçiş sürecinde öğretmenlerin bakış açılarının değerlendirilmesi. Kastamonu Eğitim Dergisi, 15 (1), 185-198.
  • Eccles J (1987) Gender roles and women’s achievement-related decisions. Psychology of Women Quarterly, 11, 135–172
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46 (2), 127-146.
  • Guzzetti, B. J., & Wilhams, W. O. (1996). Changing the pattern of gendered discussion: Lessons from science classrooms. Journal of Adolescent and Adult Literacy, 40 (1), 38-47.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New York: Prentice Hall.
  • Hoy AW (2004) What do teachers know about self-efficacy? Paper presented at the annual meeting of the American Educational Research Association, San Diego.
  • Jöreskog, K., & Sörbom, D. (2007). LISREL 8 user's guide. Chicago: Scientific Software
  • Kıran, D. & Sungur, S. (2012). Middle school students’ science self-efficacy and its sources: Examination of gender difference. Journal of Science Education and Technology, 21, 619-630.
  • Liem, A. D., Lau, S. & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.
  • Lin, T.-J., & Tsai, C.-C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ science learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275–1301. doi:10.1007/s10763-012-9376-6
  • Lin, TJ. & Tsai, CC. (2018). Differentiating the sources of Taiwanese high school students’ multidimensional science learning self-efficacy: An examination of gender differences, Research in Science Education, 48, 575-596.
  • Lytton, H., & Romney, D. M. (1991). Parents' differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109(2), 267-296. http://dx.doi.org/10.1037/0033-2909.109.2.267
  • Ministry of National Education (2018). Elementary 3-8th Grades Science Education Curriculum. Ankara: Ministry of National Education Publications.
  • Nisbett, R.E. (1993). Rules for reasoning. Hillsdale, NJ: Lawrence Erlbaum.
  • Özmen, Ş. G. (2003). Fen Bilgisi Öğretmenlerinin Yapılandırmacı Öğrenme Yaklaşımına İlişkin Görüşlerinin İncelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara
  • Pamuk, S., Sungur, S. & Öztekin, C. (2017). A Multilevel Analysis of Students¹ Science Achievements in relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers’ Personal Characteristics, International Journal of Science and Mathematics Education, 15,1423-1440
  • Perleth, C., & Wilde, A. (2009). Developmental trajectories of giftedness in children. In L. V. Shavinina (Eds.), International Handbook on Giftedness (pp. 319–335). Amsterdam: Springer Science+Business Media B.V.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.
  • Robinson, J.P., Shaver, P.R. and Wrightsman, L.S. (1991) Criteria for Scale Selection and Evaluation. In: Robinson, J.P., Shaver, P.R. and Wrightsman, L.S., (Eds.), Measures of Personality and Social Psychological Attitudes (pp. 1-15). Academic Press, San Diego.
  • Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: remembering where the difference lies. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 257– 286). Mahwah: Lawrence Erlbaum.
  • Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research and applications. New Jersey: Pearson Education, Inc.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51 (3), 315-326. doi:10.1080/00313 830701356166
  • Tindall, T. & Hamil, B. (2004). Gender disparity in science education: The causes consequences and solutions. Education, 125 (2), 282-296.
  • Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
  • Usher EL, Pajares F (2006) Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125–141.
  • Uzuntiryaki, E. & Capa Aydin, Y. (2009). Development and validation of chemistry self-efficacy scale for college student. Research in Science Education, 39 (4), 539–551.
  • Wang, Y. L., Liang, J. C., & Tsai, C. C. (2018). Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy. International Journal of Science Education, 40 (6), 579-594.
  • Weisgram E.S., & Bigler R.S. (2006). Girls and science careers: the role of altruistic values and attitudes about specific tasks. Journal of Applied Developmental Psychology, 27 (4), 326–348.
  • Woolfolk, A. E. (1998). Educational psychology (3rd ed.). Boston: Allyn and Bacon.
APA SEZGİNTÜRK M, SUNGUR S (2020). A multidimensional investigation of students’ science self-efficacy: The role of gender. , 208 - 218. 10.17051/ilkonline.2020.653660
Chicago SEZGİNTÜRK Merve,SUNGUR Semra A multidimensional investigation of students’ science self-efficacy: The role of gender. (2020): 208 - 218. 10.17051/ilkonline.2020.653660
MLA SEZGİNTÜRK Merve,SUNGUR Semra A multidimensional investigation of students’ science self-efficacy: The role of gender. , 2020, ss.208 - 218. 10.17051/ilkonline.2020.653660
AMA SEZGİNTÜRK M,SUNGUR S A multidimensional investigation of students’ science self-efficacy: The role of gender. . 2020; 208 - 218. 10.17051/ilkonline.2020.653660
Vancouver SEZGİNTÜRK M,SUNGUR S A multidimensional investigation of students’ science self-efficacy: The role of gender. . 2020; 208 - 218. 10.17051/ilkonline.2020.653660
IEEE SEZGİNTÜRK M,SUNGUR S "A multidimensional investigation of students’ science self-efficacy: The role of gender." , ss.208 - 218, 2020. 10.17051/ilkonline.2020.653660
ISNAD SEZGİNTÜRK, Merve - SUNGUR, Semra. "A multidimensional investigation of students’ science self-efficacy: The role of gender". (2020), 208-218. https://doi.org/10.17051/ilkonline.2020.653660
APA SEZGİNTÜRK M, SUNGUR S (2020). A multidimensional investigation of students’ science self-efficacy: The role of gender. İlköğretim Online (elektronik), 19(1), 208 - 218. 10.17051/ilkonline.2020.653660
Chicago SEZGİNTÜRK Merve,SUNGUR Semra A multidimensional investigation of students’ science self-efficacy: The role of gender. İlköğretim Online (elektronik) 19, no.1 (2020): 208 - 218. 10.17051/ilkonline.2020.653660
MLA SEZGİNTÜRK Merve,SUNGUR Semra A multidimensional investigation of students’ science self-efficacy: The role of gender. İlköğretim Online (elektronik), vol.19, no.1, 2020, ss.208 - 218. 10.17051/ilkonline.2020.653660
AMA SEZGİNTÜRK M,SUNGUR S A multidimensional investigation of students’ science self-efficacy: The role of gender. İlköğretim Online (elektronik). 2020; 19(1): 208 - 218. 10.17051/ilkonline.2020.653660
Vancouver SEZGİNTÜRK M,SUNGUR S A multidimensional investigation of students’ science self-efficacy: The role of gender. İlköğretim Online (elektronik). 2020; 19(1): 208 - 218. 10.17051/ilkonline.2020.653660
IEEE SEZGİNTÜRK M,SUNGUR S "A multidimensional investigation of students’ science self-efficacy: The role of gender." İlköğretim Online (elektronik), 19, ss.208 - 218, 2020. 10.17051/ilkonline.2020.653660
ISNAD SEZGİNTÜRK, Merve - SUNGUR, Semra. "A multidimensional investigation of students’ science self-efficacy: The role of gender". İlköğretim Online (elektronik) 19/1 (2020), 208-218. https://doi.org/10.17051/ilkonline.2020.653660
Sayfa Oluşturulma Tarihi
23-04-2024 11:10

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları