دانلود مقاله ISI انگلیسی شماره 61818
عنوان فارسی مقاله

خودپنداره دانش آموزان و خودکارآمدی در علوم: روابط تفاضلی برای سوابق و نتایج آموزشی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61818 2015 12 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Contemporary Educational Psychology, Volume 41, April 2015, Pages 13–24

کلمات کلیدی
خودانگاره علمی ؛ خودکارآمدی؛ آموزش علمی ؛ انگیزه آینده گرا ؛ آموزش مبتنی بر تحقیق
پیش نمایش مقاله
پیش نمایش مقاله خودپنداره دانش آموزان و خودکارآمدی در علوم: روابط تفاضلی برای سوابق و نتایج آموزشی

چکیده انگلیسی

Self-concept and self-efficacy are two of the most important motivational predictors of educational outcomes. As most research has studied these constructs separately, little is known about their differential relations to peer ability, opportunities-to-learn in classrooms, and educational outcomes. We investigated these relations by applying (multilevel) structural equation modeling to the German PISA 2006 data set. We found a correlation of ρ = .57 between self-concept and self-efficacy in science, advocating distinguishable constructs. Furthermore, science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science self-efficacy was more strongly affected by inquiry-based learning opportunities. There were also differences in the predictive potential for educational outcomes: Self-concept was a better predictor of future-oriented motivation to aspire a career in the sciences, whereas self-efficacy was a better predictor of current ability. The study at hand provides strong evidence for the related but distinct nature of the two constructs and extends existing research on students' competence beliefs toward social comparisons and opportunities-to-learn. Further implications for the relevance of inquiry-based classroom activities and for the assessment of competence beliefs are discussed.

خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.