The Influence of Modeling on Science Self-Efficacy Among Elementary School Students

• In Event: Poster Session 18
  In Poster Session: Informal Learning Environments Research Poster Session

Abstract

Educators and researchers often recommend including instructional strategies that create opportunities to increase a students’ self-efficacy to improve student achievement in science. Previous research supports science self-efficacy as being positively associated with achieving science literacy (Bryan, Glynn, & Kittleson, 2011) and science achievement (Britner & Pajares, 2001). This study examines if exposing students to young model “experts” (e.g., expert presentations on science and engineering topics) would impact middle schoolers’ science self-efficacy. Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higher perceived ability to engage in scientific learning processes (d = .17) and in science learning behaviors (d = 0.15). Both theoretical and practical implications are discussed.

Authors

• Carlos Joe Anguiano, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman