Predicting Elementary Student Self-Efficacy, Interest, and Enjoyment of Science

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

Current literature lacks consideration of elementary students’ perceptions of their teachers’ self-efficacy (SE), interest (INT), and enjoyment (ENJ) (collectively, beliefs) of science and science teaching and the impacts these perceptions may have on students’ own beliefs towards science. This study investigated the relationship between student perceptions of their teacher’s SE, INT, and ENJ of science and science teaching and those students’ own beliefs towards science. To do this, we developed and administered six measures to 3rd grade elementary students (N = 94) to measure student beliefs and their perceptions of their teacher beliefs. Using SEM, we explored how student perceptions may predict students’ own beliefs towards science. Several significant pathways were determined by the SEM analysis.

Authors

• Noelle Alexandra Luccioni, Philadelphia Performing Arts Charter School

• Doug Lombardi, University of Maryland - College Park

• Janelle M. Bailey, Temple University