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Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: a multilevel model approach

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Abstract

This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e., the courage that is needed to turn stressful changes from burdens into advantageous growth in science education settings). The current research was conducted through collecting survey responses from both teachers (i.e., using the self-report teacher science hardiness questionnaire) and students (i.e., using the self-report student science hardiness and the self-report science learning self-efficacy questionnaires). A total of 45 Taiwanese science teachers were solicited from junior high schools. Also, we recruited students who were taught by these 45 teachers. In total, 1145 junior high school students whose ages ranged from 12 to 16, with a mean of 13.68 (SD = 0.90), were invited to take part in the study. Of these students, 268 were in the seventh grade, 430 were in the eighth grade, and 447 were in the ninth grade. The results of hierarchical linear modeling (HLM) confirmed our hypothesis that teacher science hardiness fostered student science hardiness, which in turn contributed to the students’ science learning self-efficacy. The findings revealed that both teacher and student science hardiness play important roles in explaining the structure of science learning self-efficacy. To enhance science learning self-efficacy, educators should develop programs for teachers and students to increase their science hardiness.

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Author information

Authors and Affiliations

  1. National Taiwan University of Science and Technology, Taipei, Taiwan

    Ya-Ling Wang & Chin-Chung Tsai

Authors
  1. Ya-Ling Wang
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  2. Chin-Chung Tsai
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Corresponding authors

Correspondence to Ya-Ling Wang or Chin-Chung Tsai.

Additional information

Ya-Ling Wang (corresponding author). Postdoctoral Research Fellow, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan. E-mail: Patricia7247@gmail.com, ylwang47@mail.ntust.edu.tw. Tel: 886-2-27303219. Address: No. 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan

Current themes of research:

Educational psychology. Science education. Positive psychology.

Most relevant publications in the field of Psychology of Education:

Wang, Y.-L., Tsai, C.-C., & Wei, S.-H. (2015). The sources of science teaching self-efficacy among elementary school teachers: A mediational model approach. International Journal of Science Education, 37(14), 2264–2283. (SSCI)

Wang, Y. L., Lin, Y. C., Huang, C. L., & Yeh, K. H. (2012). Benefitting from a different perspective: The effect of a complementary matching of psychological distance and habitual perspective on emotion regulation. Asian Journal of Social Psychology, 15(3), 198–207. (SSCI)

Wang, Y. L., Tsai, S. L., Lin, Y. C., & Huang, C. L. (2013). Deficits in emotion inhibition or in strategy judgment? Investigating mechanisms of the inappropriateness of attachment anxiety. Formosa Journal of Mental Health, 26(2), 279–306. (TSSCI; in Chinese)

Sung, Y. T., Chao, T. Y., Wang, Y. L., Huang, L. Y., Chen, J. R., & Tseng, F. L. (2013). The development of the Examination Stress Scale for junior high school students. Psychological Testing, 60(2), 291–318. (TSSCI; in Chinese)

Chao, T. Y., Sung, Y. T., & Wang, Y. L. (2014). The development and application of coping with examination stress scale for high school students. Psychological Testing, 61(2), 283–310. (TSSCI; in Chinese)

Chin-Chung Tsai (corresponding author). Chair Professor, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan. E-mail: cctsai@mail.ntust.edu.tw. Address: No. 43, Sec. 4, Keelung Rd., Taipei, 106, Taiwan

Current themes of research:

Conceptions of learning. Epistemic beliefs. Science education

Most relevant publications in the field of Psychology of Education:

Tsai, C.-C. (2009). Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students. Computers & Education, 53, 1092–1103.

Yang, Y.-F., & Tsai, C.-C. (2010). Conceptions of and approaches to learning through online peer assessment. Learning and Instruction, 20, 72–83.

Tsai, C.-C., Ho, H. N., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757–769.

Lin, C.-L., Tsai, C.-C., & Liang, J. C. (2012). An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis. European Journal of Psychology of Education, 27(4), 499–521.

Lee, M.-H., Lin, T.-J., & Tsai, C.-C. (2013). Proving or improving science learning? Understanding high school students’ conceptions of science assessment in Taiwan. Science Education, 97(2), 244–270.

Appendix

Appendix

Appendix 1: items of the student science hardiness questionnaire

  1. 1.

    I take my work as a student seriously.

  2. 2.

    I am a dedicated student

  3. 3.

    I work hard for grades.

  4. 4.

    I am involved in all my classes.

  5. 5.

    Regardless of the class, I do my best.

  6. 6.

    I make personal sacrifices to get good grades.

  7. 7.

    Grades aren’t important to me.

Appendix 2: items of the SLSE questionnaire

  1. 1.

    I can explain scientific laws and theories to others.

  2. 2.

    I can choose an appropriate formula to solve a science problem.

  3. 3.

    I can link the contents among different science subjects (for example biology, chemistry and physics) and establish the relationships between them.

  4. 4.

    I know the definitions of basic scientific concepts (for example, gravity, photosynthesis, etc.) very well.

  5. 5.

    I am able to read scientific figures and tables.

  6. 6.

    I am able to critically evaluate the solutions of scientific problems.

  7. 7.

    I am able to design scientific experiments to verify my hypotheses.

  8. 8.

    I am able to propose many viable solutions to solve a science problem.

  9. 9.

    When I come across a science problem, I will actively think over it first and devise a strategy to solve it.

  10. 10.

    I am able to make systematic observations and inquiries based on a specific science concept or scientific phenomenon.

  11. 11.

    When I am exploring a scientific phenomenon, I am able to observe its changing process and think of possible reasons behind it.

  12. 12.

    I know how to carry out experimental procedures in the science laboratory.

  13. 13.

    I know how to use equipment (for example measuring cylinders, measuring scales, etc.) in the science laboratory.

  14. 14.

    I am able to read data from scientific experiments.

  15. 15.

    I know how to set up equipment for laboratory experiments.

  16. 16.

    I know how to collect data during the science laboratory.

  17. 17.

    I am able to explain everyday life using scientific theories.

  18. 18.

    I am able to propose solutions to everyday problems using science.

  19. 19.

    I can understand the news/documentaries I watch on television related to science.

  20. 20.

    I can recognize the careers related to science.

  21. 21.

    I am able to apply what I have learned in school science to daily life.

  22. 22.

    I am able to use scientific methods to solve problems in everyday life.

  23. 23.

    I can understand and interpret social issues related to science (for example nuclear power usage and genetically modified foods) in a scientific manner.

  24. 24.

    I am aware that a variety of phenomena in daily life involve science-related concepts.

  25. 25.

    I am able to comment on presentations made by my classmates in science class.

  26. 26.

    I am able to use what I have learned in science classes to discuss with others.

  27. 27.

    I am able to clearly explain what I have learned to others.

  28. 28.

    I feel comfortable discussing science content with my classmates.

  29. 29.

    In science classes, I can clearly express my own opinions.

  30. 30.

    In science classes, I can express my ideas properly.

Appendix 3: items of the teacher science hardiness questionnaire

  1. 1.

    I take my work as a teacher seriously.

  2. 2.

    I am a dedicated teacher.

  3. 3.

    I work hard on my teaching.

  4. 4.

    I am involved in all of the classes I teach.

  5. 5.

    Regardless of the class, I do my best.

  6. 6.

    I make personal sacrifices to teach well.

  7. 7.

    Teaching well is as important to me as it is to my parents.

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Wang, YL., Tsai, CC. Taiwanese students’ science learning self-efficacy and teacher and student science hardiness: a multilevel model approach. Eur J Psychol Educ 31, 537–555 (2016). https://doi.org/10.1007/s10212-015-0285-2

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