The Effect of Self-Efficacy on Students' Science Achievement

• In Event: Poster Session 5
  In Poster Session: Science Teaching and Learning SIG Poster Session

Abstract

In an effort to examine factors that might influence high school students’ achievements in science, social cognitive theory used as a theoretical framework that guide this study. By using data from High school longitudinal study 2009 (HSLS09), this study examines the impact of teacher self-efficacy and collective responsibility on students’ self-efficacy as well as their achievements. Consequent to a discussion of the findings, suggestions of this study might lead to understand students’ and teachers’ behavior, which may lead to the improvement of strategies that increase students interest and understanding of science education. More specifically, by measuring self-efficacy along with other variables, educators could gain insight into whether specific strategies could affect students’ self-efficacy.

Author

• Somaia Morsy, University at Buffalo - SUNY