Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling.
📌 3 Key Takeaways
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Objective & Hypothesis:The present study examined eight grade Turkish students’ academic expectations in relation to gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science.
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Key Findings & Data:Six thousand three hundred and thirty one students who participated in TIMSS 2011 consisted of the sample of the study.
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Conclusion & Impact:Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling.
🔬Design:Research Article
📍Scope:2011 Verileri
⚙️Variables:academic expectation · gender · home educational resources
Abstract
The present study examined eight grade Turkish students’ academic expectations in relation to gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science. Six thousand three hundred and thirty one students who participated in TIMSS 2011 consisted of the sample of the study. Logistic regression analyses results revealed that girls hold higher levels of expectations to attain university education than boys. Home educational resources, family involvement, and self-efficacy in science emerged as significant and positive predictors of students’ academic expectations, as well. Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling.
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