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首页> 外文期刊>Research in science education >Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences
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Differentiating the Sources of Taiwanese High School Students' Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

机译：区分台湾高中学生的多维科学学习自我效能的来源：对性别差异的审查

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摘要

The main purpose of this study was to investigate Taiwanese high school students' multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students' science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students' self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the "Science Communication" dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students' various SLSE dimensions, including "Conceptual Understanding," "Higher-Order Cognitive Skills," and "Science Communication." In addition, the variations between male and female students' responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of "Conceptual Understanding," "Higher-Order Cognitive Skills," "Practical Work," "Everyday Application," and "Science Communication.".
机译：本研究的主要目的是调查台湾高中学生的多维自我效能和科学领域的来源。使用两种仪器，学习自我效能（SSLSE）和科学学习自我效能（SLSE）的科学来源。通过相关性和回归分析，研究了学生科学学习自我效力与学习自我效能的源之间的关系。调查结果显示，发现学生的四个来源的自我效能感受到他们的科学学习自我效能发挥着重要作用。通过和大，掌握的经验和替代的经验被发现是两个突出的影响来源。还揭示了几种性别差异。例如，女学生认为社会劝说是“科学传播”维度中最有影响力的来源，而男学生认为替代经历作为主要疗效来源。特别是生理和情感国家是女学生各种SLSE尺寸的关键前驱，包括“概念理解”，“高阶认知技能”和“科学传播”。此外，还解开了男性和女学生对两种仪器的反应之间的变化也被解开了。结果表明，首先，男性学生认为自己具有比女性同行更掌握的经验，替代经验和社会劝说。与此同时，女学生经历了比男学生更负面的情绪激动人心。此外，男学生在五个SCS尺寸的“概念理解”的“高阶认知技能”的“实际工作”的“实际应用”和“科学传播”中，男性学生比女性更自我兴起。“。

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