"Yes, I can!": fostering self-efficacy in science at school

SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): S.Hannan, A.Juan
KEYWORDS: ACADEMIC ACHIEVEMENT, SCHOOLS, SCIENCE, SELF-ESTEEM, TIMSS
DEPARTMENT: Inclusive Economic Development (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/fostering-self-efficacy-in-science-at-school
Print: HSRC Library: shelf number 12040
HANDLE: 20.500.11910/16088
URI: http://hdl.handle.net/20.500.11910/16088

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Abstract

Given the importance of science for the development of this country, it is concerning that limited numbers of South African learners are choosing to pursue science subjects in grades 10 to 12. In addition, the TIMSS 2019 results showed that South African learners performed poorly in science at the grade 9 level, which is the year before subject choices have to be made. A significant amount of research seeks ways to improve the quality of science education and increase science enrolments, by focusing on the cognitive determinants of science achievement. However, an area that is often missing in these studies is the role of non-cognitive psychosocial factors, such as self-efficacy. Science self-efficacy has an effect on learner motivation, thereby facilitating or hindering the learning process.