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Differentiating the Sources of Taiwanese High School Students’ Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences

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Abstract

The main purpose of this study was to investigate Taiwanese high school students’ multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students’ science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students’ self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the “Science Communication” dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students’ various SLSE dimensions, including “Conceptual Understanding,” “Higher-Order Cognitive Skills,” and “Science Communication.” In addition, the variations between male and female students’ responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of “Conceptual Understanding,” “Higher-Order Cognitive Skills,” “Practical Work,” “Everyday Application,” and “Science Communication.”

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Acknowledgements

This study was supported by the Ministry of Science and Technology, Taiwan, under grant number 102-2511-S-011-002-MY3 and 103-2511-S-011-003-MY3.

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Authors and Affiliations

  1. College of Education, National Taiwan Normal University, #162, Sec.1, Heping E Rd, Da’an District, Taipei, Taiwan

    Tzung-Jin Lin

  2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei, 106, Taiwan

    Chin-Chung Tsai

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  1. Tzung-Jin Lin
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Correspondence to Tzung-Jin Lin or Chin-Chung Tsai.

Appendix: The finalized version of Sources of Science Learning Self-Efficacy (SSLSE) instrument

Appendix: The finalized version of Sources of Science Learning Self-Efficacy (SSLSE) instrument

Mastery Experience

  1. 1.

    I get excellent grades on science tests.

  2. 2.

    I have always been successful in science.

  3. 3.

    Even when I study very hard, I do poorly in science (Reversed item).

  4. 4.

    I got good grades in science on my last report card.

  5. 5.

    I do well on science assignments.

  6. 6.

    I do well on even the most difficult science assignments.

Vicarious Experience

  1. 7.

    Seeing adults do well in science pushes me to do better.

  2. 8.

    When I see how my science teacher solves a problem, I can picture myself solving the problem in the same way.

  3. 9.

    My favorite teachers are usually science teachers.

  4. 10.

    People I look up to [like parents, friends, or teachers] are good at science.

  5. 11.

    When I see how another student solves a science problem, I can see myself solving the problem in the same way.

  6. 12.

    Students who were similar to me did well on exams.

  7. 13.

    I feel confident when other kids in my class do well in science.

Social Persuasion

  1. 14.

    My science teachers have told me that I am good at learning science.

  2. 15.

    People have told me that I have a talent for science.

  3. 16.

    I have been praised for my ability in science.

  4. 17.

    My classmates like to work with me in science because they think I’m good at it.

  5. 18.

    My classmates said that I understand everything taught in classes.

  6. 19.

    I feel confident when my parents tell me I’m doing well in science.

Physiological and Affective States

  1. 20.

    Just being in science class makes me feel stressed and nervous.

  2. 21.

    I start to feel stressed out as soon as I begin my science work.

  3. 22.

    My mind goes blank and I am unable to think clearly when doing science work.

  4. 23.

    I get depressed when I think about learning science.

  5. 24.

    I am always anxious about science.

  6. 25.

    I often feel blue when I think about science.

  7. 26.

    I lose confidence when I feel sick when I do science.

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Lin, TJ., Tsai, CC. Differentiating the Sources of Taiwanese High School Students’ Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences. Res Sci Educ 48, 575–596 (2018). https://doi.org/10.1007/s11165-016-9579-x

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