Back to Search
Start Over
The Mediating-Moderating Model of Inquiry-Based Learning and Science Self-Efficacy: Evidence from PISA 2015
- Source :
-
International Journal of Science Education . 2022 44(7):1096-1119. - Publication Year :
- 2022
-
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.
Details
- Language :
- English
- ISSN :
- 0950-0693 and 1464-5289
- Volume :
- 44
- Issue :
- 7
- Database :
- ERIC
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1358476
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/09500693.2022.2067364