Self-Efficacy and the Formulation of Learning Goals in the Science Class

Abstract

The purpose of this study was to determine the influence of self-efficacy on the formulation of learning goals in the science class and to determine ways to improve the self-efficacy of students. The findings of this study include: 1. Students with high self-efficacy scored higher on the various concepts which constitute learning goals. 2. While agency beliefs influence the formulation of learning goals for students with high self-efficacy, teachers influence it most for students with low self-efficacy. 3. Regardless of the level of the student's self-efficacy, cognitive self-appraisal influences the formulation of learning goals. However, cognitive self-management influences it for students with high self-efficacy. 4. Regardless of the level of the student's self-efficacy, the teaching role in social relationships among students influences the formulation of learning goals. However, external expectations influence it for students with low self-efficacy in learning science. 5. Elaboration strategies for learning influence the formulation of learning goals, regardless of the level of the student's self-efficacy.