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.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Lofgran, Brandi Lue, "Science Self-Efficacy and School Transitions: Elementary School to Middle School and Middle School to High School" (2012). All Theses and Dissertations. 3669.
self-efficacy, science, school transitions, elementary school, middle school, high school