Examining the Relationship Between Educational Goals, Self-Efficacy, and Science Academic Achievement in High School Students: A Latent Moderated Structural Model

• In Event: Poster Session 6
  In Poster Session: Learning Sciences SIG Poster Session

Abstract

In this study, goal setting theory provided a basis for the examination of science achievement differences in 200 ninth grade students in the Northeastern United States. Latent Moderated Structure (LMS) Modeling was used to examine if one’s educational goals in science, technology, engineering, and mathematics (STEM) impacted the effects of STEM self-efficacy on science academic achievement. The results indicate that, for students with specific educational goals in STEM, higher levels of self-efficacy led to higher levels of achievement. However, for students with less specific STEM goals, self-efficacy was not significantly associated with achievement. The findings suggest that a combination of high STEM self-efficacy and specific self-set educational goals in STEM enhances science academic achievement.

Authors

• Yueming Jia, Education Development Center, Inc.

• Youn Joo Oh, Independent Researcher

• Bernadette Sibuma, Education Development Center, Inc.

• Helen Chung, Education Development Center, Inc.

• Frank LaBanca, EDUCATION CONNECTION

• Mhora Lorentson, EDUCATION CONNECTION