Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement

Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relatio...

Full description

Saved in:
Bibliographic Details
Published inInternational journal of science education Vol. 41; no. 8; pp. 995 - 1014
Main Authors Kirbulut, Zubeyde Demet, Uzuntiryaki-Kondakci, Esen
Format Journal Article
LanguageEnglish
Published London Routledge 24.05.2019
Taylor & Francis Ltd
Subjects
Academic achievement
Achievement
Affective Behavior
Emotional regulation
Emotions
English as a second language
Foreign Countries
Grade 8
Learning Strategies
mediation
meta-affect
Metacognition
Metaconceptual
Middle School Students
Predictor Variables
Questionnaires
Science Achievement
Science education
Science Process Skills
Self Efficacy
Structural equation modeling
Structural Equation Models
Student Attitudes
Turkey
Online AccessGet full text

Cover

More Information
Summary:Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual awareness, metaconceptual regulation, affective awareness, and affective regulation) and science achievement with the mediating effect of science self-efficacy through structural equation modeling. A total of 576 eighth grade students participated in the study. Results indicated that science self-efficacy partially mediated the relationship that metaconceptual regulation and affective regulation have with science achievement. In other words, students who monitor and evaluate their existing conceptions and follow, control, and adapt their emotions are likely to have high science self-efficacy and then high science achievement. In addition, metaconceptual awareness, metaconceptual regulation, and affective regulation positively predicted science self-efficacy, which was itself a positive predictor of science achievement. The findings imply that metavariables are essential components of science achievement via self-efficacy.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2019.1585594