Developing a self-efficacy scale toward physics subjects for lower-secondary school students

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dc.authorid0000-0002-4816-9521
dc.contributor.authorFidan, Mustafa
dc.contributor.authorTuncel, Meriç
dc.date.accessioned2021-06-23T19:55:08Z
dc.date.available2021-06-23T19:55:08Z
dc.date.issued2021
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractPhysics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students' cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students' self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single-factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects.en_US
dc.description.sponsorshipBolu Abant Izzet Baysal University Scientific Research Projects Committee in Turkey [2016.02.02.1101] (The research which supported by funding from the Bolu Abant Izzet Baysal University Scientific Research Projects Committee in Turkey (Project Number: 2016.02.02.1101) was derived from first author's PhD dissertation conducted under the supervision of the second author.)
dc.identifier.doi10.33225/jbse/21.20.38
dc.identifier.endpage49en_US
dc.identifier.issn1648-3898
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85100293001en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage38en_US
dc.identifier.urihttps://doi.org/10.33225/jbse/21.20.38
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10736
dc.identifier.volume20en_US
dc.identifier.wosWOS:000614623000004en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorTuncel, Meriç
dc.language.isoenen_US
dc.publisherSci Methodical Ctr-Sci Educologicaen_US
dc.relation.ispartofJournal Of Baltic Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLower-secondary Schoolen_US
dc.subjectPhysics Subjectsen_US
dc.subjectScale Developmenten_US
dc.subjectSelf-efficacy Beliefen_US
dc.titleDeveloping a self-efficacy scale toward physics subjects for lower-secondary school studentsen_US
dc.typeArticleen_US

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