The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science
1
Associate Professor, Faculty of Psychology and Educational Sciences, Shiraz University, IRAN.
2
Shiraz University, IRAN.
Abstract
The aim of this study was to investigate the relationship between teacher learning atmosphere and self-efficacy with academic achievement of science course with the mediating role of attitude towards science. Participants in the study included 300 male and female students in the sixth grade of elementary school in Behbahan, as well as their teachers, who numbered 50. The students were assessed by the Akpınar et al. (2009) attitude questionnaire, Williams and Desi (1996) learning atmosphere Questionnaire (1996), and the Science Progress Test. The teachers answered the Science Belief Efficiency Questionnaire (1990). In the present study, the validity and reliability of the questionnaires were evaluated and obtained. The results of regression and path analysis showed that positive and significant inquiry predicted the academic progress of science in students, but teacher self-efficacy with two dimensions of individual self-efficacy in teaching and educational consequences of science did not predict significant academic achievement. Also, the positive learning atmosphere was a significant predictor of attitudes toward science, but teacher self-efficacy was not a significant predictor of attitudes toward science. Analysis of the findings showed that attitudes toward science can play a mediating role between the learning environment (teacher-student interaction) with academic achievement in science.
Alborzi, D. M., Khoshbakht, D. F., & Moradi, R. (2020). The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science. Quarterly Journal of Education Studies, 6(21), 32-46.
MLA
Dr. Mahboubeh Alborzi; Dr. Fariba Khoshbakht; Razieh Moradi. "The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science". Quarterly Journal of Education Studies, 6, 21, 2020, 32-46.
HARVARD
Alborzi, D. M., Khoshbakht, D. F., Moradi, R. (2020). 'The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science', Quarterly Journal of Education Studies, 6(21), pp. 32-46.
VANCOUVER
Alborzi, D. M., Khoshbakht, D. F., Moradi, R. The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science. Quarterly Journal of Education Studies, 2020; 6(21): 32-46.
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