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首页> 外文期刊>Research in science & technological education >Exploring the structure of science learning self-efficacy: the role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students
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Exploring the structure of science learning self-efficacy: the role of science learning hardiness and perceived responses to capitalization attempts among Taiwanese junior high school students

机译：探索科学学习自我效力的结构：科学学习艰难和感知对台湾初中生资本化尝试的作用

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摘要

Background: Despite the growing body of research on self-efficacy, previous studies have failed to clarify exactly how it is constructed. Meanwhile, the literature indicates that, in Taiwan, junior high school students tend to show lower self-efficacy in learning science compared with elementary and senior high school students. Purpose: This study aimed to develop a mediational model providing the factors accounting for Taiwanese junior high school adolescents' science learning self-efficacy (SLSE), especially from the perspectives of both interpersonal and intrapersonal factors. Design: We therefore proposed a mediational model to delineate the relationships among students' perceived responses to capitalization attempts - science learning (PRCA-SL), science learning hardiness (SLH) and SLSE by conducting structural equation modeling (SEM). Sample: A total of 1,170 junior high school students in Taiwan were invited to take part in the study. Results: The results confirmed our hypothesis that students' PRCA-SL fostered their science learning hardiness, which in turn contributed to their science learning self-efficacy. Conclusions: The findings confirmed the mediational model wherein science learning hardiness completely mediated the relationship between PRCA-SL and science learning self-efficacy.
机译：背景：尽管越来越多的自我效能研究，但之前的研究未能澄清它是如何构建的。与此同时，文学表明，在台湾，与小学和高中生相比，初中的学生倾向于表现出学习科学的自我效能降低。目的：本研究旨在开发一个媒体模型，为台湾初中青少年的科学学习自我效能（SLSE）提供了核算的因素，尤其是人际和内在因素的视角。因此，设计：我们提出了一种媒体模型来描绘学生对资本化尝试的感知响应的关系 - 科学学习（PRCA-SL），通过进行结构方程式建模（SEM）进行科学学习（PRCA-SL），科学学习硬度（SLH）和SLSE。样本：邀请台湾1170名初中生参加该研究。结果：结果证实了我们的假设，即学生的PRCA-SL培养了他们的科学学习艰难，这反过来促成了他们的科学学习自我效能。结论：调查结果证实了中介模型，其中科学学习酷性完全介导PRCA-SL与科学学习自我效能的关系。

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