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A study on sources and consequences of elementary students' self-efficiancy beliefs in science and technology course

Kıran, Dekant
A STUDY ON SOURCES AND CONSEQUENCES OF ELEMENTARY STUDENTS’ SELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students’ science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students’ achievement goals, metacognition, and effort regulation were examined as consequences of self-efficacy beliefs. Self-report instruments, Sources of Science Self-Efficacy Scale (SSSE), Motivated Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Questionnaire (AGQ), were administered to 1932 middle school students to assess variables of the study. Results showed that mastery experience, verbal persuasion, and emotional arousal significantly predict students’ science self-efficacy which was found to be positively linked to mastery approach goals, performance approach goals, mastery avoidance goals, metacognition, and effort regulation. In addition, a positive relationship was found between verbal persuasion and mastery approach goals. Moreover, findings revealed that approach goals were positively associated with metacognition and effort regulation while avoidance goals are negatively linked to effort regulation. Additionally, results indicated a positive association between emotional arousal and effort regulation.