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Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy.
- Source :
-
International Journal of Science Education . Apr2018, Vol. 40 Issue 6, p579-594. 16p. - Publication Year :
- 2018
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09500693
- Volume :
- 40
- Issue :
- 6
- Database :
- Academic Search Index
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 128864136
- Full Text :
- https://doi.org/10.1080/09500693.2017.1315780