A multidimensional investigation of students’ science self-efficacy: The role of gender

Abstract

The purpose of the current study was twofold: firstly, to examine gender difference in middleschool students’ science self-efficacy from a multidimensional perspective, and secondly, to explore therelationships among the science self-efficacy dimensions across gender. For these specified purposes, aquestionnaire assessing science self-efficacy in terms of five dimensions, namely conceptualunderstanding, higher-order cognitive skills, practical work, everyday applications, and sciencecommunication, was validated for Turkish middle school students. Then, in order to examine the genderdifference, the data obtained from the administration of the questionnaire to 461 middle school students(222 girls and 239 boys) were analyzed using Multivariate Analysis of Variance. According to the results,there was no statistical significant mean difference between boys and girls with respect to science selfefficacy dimensions. Both genders did not appear to be highly self- efficacious. Furthermore, pathanalyses results revealed that all the proposed relationships among the science self-efficacy dimensionswere significant for both genders. However, strength of the relations appeared to vary across gender.Based on the results, it is suggested that, to enhance students’ science self-efficacy for both genders,science teachers implement student-centered teaching methods in their classes