An examination of gender difference in middle school students science self efficacy and its sources
Yazarlar (2)
Doç. Dr. Dekant KIRAN Gaziosmanpaşa Üniversitesi, Türkiye
Prof. Dr. Semra Sungur Orta Doğu Teknik Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri | Bildiri Dili | İngilizce |
| Bildiri Alt Türü | Özet Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) | ||
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum | ||
| Kongre Adı | 9th European Science Education Research Association (ESERA) Conference | ||
| Kongre Tarihi | 05-09-2011 / 09-09-2011 | ||
| Basıldığı Ülke | Fransa | Basıldığı Şehir | Lyon |
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study aimed at examining the differences between boys and girls in terms of science self-efficacy and its sources. 1915 elementary students (905 females, 1010 males) participated in the study. The results indicated that there is not a statistically significant difference between boys and girls in terms of their science self-efficacy levels. Concerning sources of science self-efficacy, mastery experience was found to be the leading source for both boys and girls. Additionally, verbal persuasion and emotional arousal were found as significant predictors of students’ science self-efficacy for both genders. On the other hand, vicarious experience did not significantly predict students’ self-efficacy. Findings, in general, supported Bandura’s theoretical contention regarding sources of self-efficacy. |
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