The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator

Date

2018-12-01

Author

Çapa Aydın, Yeşim
Kondakçı, Esen

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

359
views

0
downloads

Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self-efficacy for cognitive skills, which can be defined as students' beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self-Efficacy Scale and Sources of Self-Efficacy Scale. Results of structural equation modeling indicated that mastery experience and vicarious experience directly influenced chemistry self-efficacy. In addition, a mediation effect of mastery experience was found for social persuasion and physiological state, while no mediation was found for vicarious experience. Overall, 50% of variance in chemistry self-efficacy for cognitive skills is explained by, or predicted from, the direct and indirect influences of mastery experience.

Subject Keywords

Education, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/43265

Journal

PSYCHOLOGY IN THE SCHOOLS

DOI

https://doi.org/10.1002/pits.22201

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Interplay of motivational and cognitive strategies in predicting self-efficacy and anxiety Aydin, Yesim Capa; Kondakçı, Esen; Demirdogen, Betul (Informa UK Limited, 2011-01-01) The purpose of the present study was to test a model explaining self-efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self-regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self-efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self-regulation, supp...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01) The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics Erbaş, Ayhan Kürşat (Informa UK Limited, 2015-10-02) The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and c...
The Role of Gender, Attachment Dimensions, and Family Environment on Loneliness Among Turkish University Students Demirli, Aylin; Demir, Ayhan Gürbüz (Cambridge University Press (CUP), 2014-06-01) The purpose of the present study was to investigate the predictive value of gender, attachment dimensions and family environment in explaining loneliness among students. The study included 473 students (281 females, 192 males) from Ankara University. The UCLA Loneliness Scale, Family Environment Assessment Scale and Experiences in Close Relationships - Revised Questionnaire were administered to all participants. The results of the regression analyses demonstrated that the avoidance dimension of attachment a...

Citation Formats

Y. Çapa Aydın and E. Kondakçı, “The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator,” PSYCHOLOGY IN THE SCHOOLS, pp. 1224–1238, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/43265.