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The Prediction of Science Achievement with Science Identity and Science Learning Self-Efficacy among China's Upper-Secondary Students

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Title: The Prediction of Science Achievement with Science Identity and Science Learning Self-Efficacy among China's Upper-Secondary Students
Language: English
Authors: Jian-Bo Zhu (ORCID 0009-0008-8890-5934), Yu-Zhou Luo (ORCID 0000-0003-2639-1559)
Source: Journal of Baltic Science Education. 2024 23(2):390-410.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Science Education, Science Achievement, Secondary School Students, Self Efficacy, Physics, Chemistry, Biology, Prediction, Thinking Skills, Student Attitudes, Self Concept, Psychometrics, Learning Motivation, Foreign Countries, Concept Formation, Scientific Concepts, Learning Problems
Geographic Terms: China
ISSN: 1648-3898
2538-7138
Abstract: Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422720
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Prediction of Science Achievement with Science Identity and Science Learning Self-Efficacy among China's Upper-Secondary Students
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  Data: <searchLink fieldCode="AR" term="%22Jian-Bo+Zhu%22">Jian-Bo Zhu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-8890-5934">0009-0008-8890-5934</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yu-Zhou+Luo%22">Yu-Zhou Luo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2639-1559">0000-0003-2639-1559</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Baltic+Science+Education%22"><i>Journal of Baltic Science Education</i></searchLink>. 2024 23(2):390-410.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
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  Data: 21
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 1648-3898<br />2538-7138
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.
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  Data: 2024
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  Data: EJ1422720
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      – Text: English
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        PageCount: 21
        StartPage: 390
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Physics
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      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Biology
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      – SubjectFull: Prediction
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      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Learning Problems
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      – SubjectFull: China
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      – TitleFull: The Prediction of Science Achievement with Science Identity and Science Learning Self-Efficacy among China's Upper-Secondary Students
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