DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

Paper

DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

Published 2016 · F. Alkan

Journal of Baltic Science Education

Q2 SJR score

14

Citations

0

Influential Citations

Semantic Scholar

Abstract

Self-efficacy is described as the beliefs of individuals about their abilities to successfully complete an action. It is a part of social cognitive theory. Self-efficacy implies that individuals generally believe in doing actions, which they can successfully complete and they do not try the things that they think they will not achieve (Bandura, 1994). While self-efficacy is defined as the judgments of individuals about themselves on how successful they will be in dealing with difficult situations they may encounter (Senemoğlu, 1997), it is related to the beliefs of people about these skills rather than the skills (Akkoyunlu, Orhan & Umay, 2005). Bandura (1986) also describes self-efficacy as the individuals’ beliefs in their capacity to organize necessary activities to produce an effective quality in forming the behaviors and performance attainments, and to achieve the goals. Self-efficacy includes the beliefs in performance capabilities of a person rather than physical or psychological characteristics (Zimmerman, 1995). Self-efficacy beliefs of an individual determine his or her feelings, thoughts, behaviors and motivation strategies. Self-efficacy beliefs are related to individual judgments about how well the necessary actions can be performed to handle possible situations (HazırBıkmaz, 2004). These beliefs affect the choice of activities an individual wants to do, the level of the efforts and the performance (Ekici, 2006). According to Bandura, self-efficacy is highly important for the emergence of individuals’ behaviors and the formation of new behaviors. People with strong self-efficacy beliefs can even complete difficult tasks easily. These people see challenges to be mastered, rather than threats to be avoided (Bandura, 1994). It is stated that people with a strong sense of self-efficacy maintain strong efforts to achieve the goals and they are persistent and patient (Aşkar & Umay, 2001). They are alleged to approach a difficult situation as something which must be overcome, rather than avoiding doing it (Hazır-Bıkmaz, 2004). Self-efficacy beliefs are crucial as they are effective factors in the performance and choices of the people. Self-efficacy beliefs determine the quality of the actions we do and our goals in the life (Kapıcı-Zengin, 2003). deVelopment of Chemistry laBoratory self-effiCaCy Beliefs sCale

Study Snapshot

Strong self-efficacy beliefs lead to more successful actions and choices, affecting individuals' performance and choices in chemistry lab settings.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

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DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE

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References

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Combining investigative and cooperative learning strategies in the general microbiology laboratory significantly increased student comfort and satisfaction with the experience.

Citations

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The adapted Student Engagement in the General Chemistry Laboratory Scale is a valid and reliable scale consisting of 25 items and six factors, aiding in the effective implementation of chemistry laboratories and increasing teaching efficiency.

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Strong experimental self-efficacy (ESE) significantly impacts laboratory performance in students across various scientific disciplines, with gender and year of study as mediating variables.

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The developed "Anxiety Scale for Chemistry" is a reliable tool for measuring chemistry anxiety in students, providing an alternative to existing tools in the social sciences.

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The four-factor Mathematics Self-efficacy Scale (MaSS) effectively measures college students' mathematics self-efficacy in four areas: mathematical modeling, mathematical representation, mathematics communication, and technology use.

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High school students with higher human values perceive more social support from peers, family, and teachers, suggesting additive activities can enhance problem-solving abilities.

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Students' self-efficacy in chemistry learning varies, with mastery experience being the main source of self-efficacy expansion.

GRADE 12 STUDENTS’ PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION

Grade 12 students generally have above-average self-efficacy towards working life skills, but lower self-efficacy in problem-solving and science curriculum areas.