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The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data

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Abstract

Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.

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Authors and Affiliations

  1. School of Teacher Education, College of Community Innovation and Education, P.O. Box 161250, Orlando, FL, 32816-1250, USA

    Su Gao

  2. Department of Counseling, Recreation, and School Psychology, School of Education and Human Development, College of Arts, Sciences and Education, Florida International University, 11200 SW 8th St., Miami, FL, 33199, USA

    Haiying Long

  3. Iowa Department of Education, Grimes Building, 400 E 14th Street, Des Moines, IA, 50319, USA

    Dan Li

  4. School of Foreign Languages and Literature, Chongqing Normal University, No. 12 Tianchen Rd., Shapingba District, Chongqing, 400047, China

    Luxi Yang

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Gao, S., Long, H., Li, D. et al. The mediation effect of student self-efficacy between teaching approaches and science achievement: findings from 2011 TIMSS US data. Soc Psychol Educ 23, 385–410 (2020). https://doi.org/10.1007/s11218-019-09534-1

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