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I believe I can do science: self-efficacy and science achievement of grade 9 students in South Africa

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dc.date.accessioned 2018-08-16 en
dc.date.accessioned 2020-11-19T08:16:31Z
dc.date.available 2020-11-19T08:16:31Z
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. <i>South African Journal of Science</i>. 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


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