Session Information
SES D 05, Paper Session
Paper Session
Contribution
Self efficacy emphasizes one’s abilitiy to perform a task successfully and it is interested in people’s judgements about their abilities (Hoy, 2004). Bandura (1977) points out that people who are suspicious in their cababilities diminish their efforts or give up quickly. On the other hand, people who believe their abilities strongly continue to accomplish the task and they do not give up even if they fail to perform the task and also these people having high self efficacy beliefs do not hesitate taking responsibilities. Briefly, self efficacy had an impact on individuals’ achievement on a task (Bandura, 1977). The self efficacy researches indicated that students’ self efficacy or their belief to accomplish science courses, tasks or activities have an impact on their choices of science related activities, the effort they spend on these activities and also on their determination when they encounter difficulties (Bandura, 1997; Zeldin & Pajares, 2000). Students who have strong beliefs about their ability in science task and activities more select these kind of activities and make effort to succeed these tasks. On the other hand, students who do not believe they are successful in science neglect science activities and spend less effort for these activities (Britner & Pajares, 2006). Many researchers have investigated the relationship between self efficacy beliefs, gender and grade level (Usher & Pajares, 2008). Moreover, it was stated that some contextual factors such as family factors, peer climate and socioeconomic background have an impact on students’ academic achievement and self efficacy (Nelson & Debacker, 2008; Kaya & Rice, 2009). In the light of the literature, the present study aims to investigate firstly the effect of gender and grade level on studens’ self efficacy beliefs in science and technology and secondly it was aimed to examine the effect of background characteristics such as family environment, previous science grades, home resources, family income on students’ science self efficacy beliefs. This study is important because there is technology dimension in the new Turkish science curriculum and there is less research investigating elementary school students’ self efficacy beliefs toward science and technology with different variables. Research questions of the study;
1. Is there a significant difference among 5th, 6th, 7th and 8th grade level students with respect to science and technology self efficacy beliefs?
2. Is there a significant difference among gender and science & technology self efficacy beliefs?
3. Is there a significant difference among grade level and each factors of science & technology self efficacy beliefs of students?
4. Is there a significant difference among gender and each factors of science and technology self efficacy beliefs?
5. Is there a significant difference between self efficacy and students previous semester grades?
6. Is there a significant difference between self efficacy and each background characteristics ?
Method
Expected Outcomes
References
Hoy, A. W. (2004). What do teachers need to know about self-efficacy? Paper presented at the annual meeting of the American Educational research Association, San Diego, USA. Bandura, A. (1977). Self efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Bandura, A. (1997). Self efficacy: The exercise of control. New York: Freeman Zeldin, A.L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246. Usher, L.E., & Pajares, F. (2008). Sources of Self Efficacy in School: Critical Review of the literature and future directions. Review of Educational Research, 78 (4), 751-796. Britner, S.L. & Pajares, F. (2006). Sources of science self efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43 (5), 485-499. Kaya, S. & Rice, D.C. (2009). Multilevel effect of student and classroom factors on elementary science achievement in five countries. International Journal of Science Education, 1-27. Nelson, M.R. & Debacker,T.K. (2008). Achievement motivation in Adolescents: The role of peer climate and best friends. The Journal of Experimental Education, 76 (2), 170-189. Tatar, N., Yıldız, E., Akpınar, E. & Ergin, Ö. (2009). A study on developing a self efficacy scale towards science and technology. Eurasian Journal of Educational Research, 36, 263-280.
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