Abstract

This study examined the science self-efficacy beliefs of students before and after transitions from elementary to middle school and middle school to high school. The purpose was to explore whether those beliefs changed with grade level, gender, and ethnicity. Data were collected through a modified Self-Efficacy Questionnaire for Children (Muris, 2001), which was adapted to focus on science self-efficacy. Multiple ordinary least squares regression was used to analyze the data. All grade levels showed a clear decline in science self-efficacy after sixth grade with females, Hispanic students, and ninth graders showing the greatest decline in science self-efficacy.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-07-03

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5410

Keywords

self-efficacy, science, school transitions, elementary school, middle school, high school

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