dc.date.accessioned |
2018-08-16 |
en |
dc.date.accessioned |
2022-08-17T14:11:02Z |
|
dc.date.available |
2022-08-17T14:11:02Z |
|
dc.date.issued |
2018-08-16 |
en |
dc.identifier.uri |
http://hdl.handle.net/20.500.11910/12522
|
|
dc.description.abstract |
An important component of an individual's scientific literacy is a positive attitude towards science. However, emphasis is too often placed on achievement scores rather than attitude. While individuals' relative levels of problem-solving skills, inherent aptitudes for the subject matter and teaching practices are conveyed through achievement scores, attitudes to science convey individuals' emotional evaluation of the subject. Attitudes have a strong impact on behaviour: through either facilitating the learning process or hindering it. Furthermore, attitudes towards science reflect the culture which exists within a school, as well as the wider social context within which learning takes place. As a result, understanding attitudes is a key component of the interpretation of achievement results. We used data from 12 514 Grade 9 students in South Africa who participated in the 2015 Trends in International Mathematics and Science Study to investigate students' self-efficacy in science. Multiple linear regression analyses were used to address the following key research questions: (1) What is the relationship between self-efficacy and science achievement for Grade 9 students in South Africa? and (2) What are the contextual factors associated with the self-efficacy of Grade 9 students in South Africa? The findings reveal a positive relationship between self-efficacy and science achievement and suggest a need to also focus on noncognitive aspects in order to improve science achievement. |
en |
dc.format.medium |
Print |
en |
dc.subject |
GRADE 9 |
en |
dc.subject |
SCIENCE ACHIEVEMENT |
en |
dc.title |
I believe I can do science: self-efficacy and science achievement of grade 9 students in South Africa |
en |
dc.type |
Journal Article |
en |
dc.description.version |
Y |
en |
dc.ProjectNumber |
TAAMAA |
en |
dc.Volume |
114(7/8) |
en |
dc.BudgetYear |
2018/19 |
en |
dc.ResearchGroup |
Education and Skills Development |
en |
dc.SourceTitle |
South African Journal of Science |
en |
dc.ArchiveNumber |
10479 |
en |
dc.URL |
http://ktree.hsrc.ac.za/doc_read_all.php?docid=20372 |
en |
dc.PageNumber |
Online |
en |
dc.outputnumber |
9456 |
en |
dc.bibliographictitle |
Juan, A., Hannan, S. & Namome, C. (2018) I believe I can do science: self-efficacy and science achievement of grade 9 students in South Africa. South African Journal of Science. 114(7/8):Online. http://hdl.handle.net/20.500.11910/12522 |
en |
dc.publicationyear |
2018 |
en |
dc.contributor.author1 |
Juan, A. |
en |
dc.contributor.author2 |
Hannan, S. |
en |
dc.contributor.author3 |
Namome, C. |
en |