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ERIC Number: ED404133
Record Type: RIE
Publication Date: 1994-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
Explaining Science Self-Efficacy.
Smist, Julianne M.; Owen, Steven V.
In order to avoid the projected shortfall of a half a million science and engineering professionals by the year 2010, many believe that we must find ways to increase the number of minorities and women who choose the sciences as a discipline of study. This study, involving 500 high school students, explores the collective relationships among science self-efficacy, attitudes toward science, and the attributions for success and failure in science. Student attitude toward science was measured using the Test of Science Related Attitudes (TOSRA). The Science Self-Efficacy Questionnaire was developed to measure beliefs about competence in school science tasks. In predicting physics, biology, and chemistry self-efficacy, the biographical and aptitude blocks together explained significant variation. In predicting laboratory self-efficacy, the combination of biographical and aptitude measures explained significant but modest variance. The researchers concluded that certain stable variables (aptitude) predict science self-efficacy. However, alterable variables (attributions and attitudes) explained substantially more variation in science self-efficacy, and the overall effect sizes were very large. Contains 28 references. (ZWH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Attitudes Toward Science; Test of Science Related Attitudes
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-8, 1994).