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Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs--self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.

IntroductionThis study investigates the relationship between science learning self-efficacy and science identity, examining how gender and science success moderate this relationship.MethodsUsing a quantitative approach with Partial Least Squares Structural Equation Modeling, data from high school students in Moscow, Almetyevsk, Khabarovsk cities from Russia were analyzed.ResultsThe research highlights the significant positive impact of integrative science competence, practical science application, and science communication efficacy on science identity. Interestingly, gender did not significantly influence the efficacy-identity relationship, suggesting its minimal role in this context. Conversely, science success, particularly in conjunction with science communication efficacy, played a notable role, indicating a complex interplay that could affect students’ science identity.DiscussionThese findings emphasize the need for educational strategies that bolster students’ self-efficacy in science, catering to the development of a strong science identity. Future research should explore the nuanced effects of success and communication efficacy on science identity, aiming to inform interventions that support diverse and equitable participation in science education and careers.

The aim of this study was investigated the relationship between preservice science teachers' 21st century learner and teacher skills and their science learning self-efficacy beliefs. The research method used was the correlational research method, one of the quantitative research methods. The sample of the study was consisting of 318 preservice science teachers studying in the third and fourth grades of the science education department of the education faculties at three public universities. Data collection tools of this study were the 21st Century Learner Skills Scale, the 21st Century Teacher Skills Scale and the Science Learning Self-Efficacy Questionnaire. The data obtained were analyzed by structural equation modeling (SEM). In the results obtained from the SEM1, SEM2 and SEM3, a correlation was determined between the preservice science teachers' 21st century teacher skills, 21st century learner skills and science learning self-efficacy beliefs. In addition, the preservice science teachers' science learning self-efficacy beliefs positively correlated with their 21st century learner skills and negatively correlated with their 21st century teacher skills while their 21st century learner skills positively correlated with their 21st century learner skills. The preservice science teachers' 21st century skills and science learning self-efficacy beliefs was found to be predicting each other. Studies to identify the relationship between different dimensions of science education and 21st century skills should be performed to contribute to the relevant literature.

This paper examined the conceptual understanding, self-efficacy, and scientific creativity of the students in Physics. The study further investigated the significant difference observed in the study variables according to sex and grade level using multivariate analysis. Using descriptive model of research design, the 125 Senior High School (SHS) students were asked to fill out the Physics Conceptual Understanding (PCU) test, Science Learning Self-Efficacy Scale (SLSE), and Scientific Creativity (SC) test. After the score were tallied and organized, two-way MANOVA was administered to determine the difference in the outcome variables when grouped according to sex and grade level. Based on Pillai’s Trace as revealed, there was a statistically significant difference in independent variables based on grade level. The analysis further revealed that PCU (𝑝=0.675) and SLSE (𝑝=0.101) are unaffected, while SC (𝑝=0.010) is influenced by the grade level. This study uncovered that there is no sex difference observed, while statistical variation exists in terms of grade level specifically to SC. This concludes that PCU, SLES, and SC is not affected by their sex identity but are associated on their academic level. Implications for practice into classroom are discussed and further suggestions of future research are provided.

IntroductionEnvironmental education has long been closely related to sustainable development. In this study, in response to the United Nations Sustainable Development Goals (SDGs), an augmented reality (AR) digital picture book was created using the unique natural ecosystem of Taiwan’s Orchid Island as a source of self-efficacy for science learning.MethodsInteractive environmental education learning through AR drawing was used to determine whether students’ science learning self-efficacy and environmental attitudes significantly influenced the environmental behavioral skills of culturally diverse children. In this study, 26 elementary sixth-grade Taiwanese students and 26 elementary sixth-grade Japanese students were invited to participate in an extended reality drawing activity as an environmental education curriculum.ResultsBased on the sample size of 52, the survey results were accurate with a sampling error of 3.8% with a confidence level of 95%. A questionnaire survey was administered to the 52 students after the event. After the valid questionnaire samples were collected, a partial least squares structural equation modeling (PLS-SEM) analysis was conducted with Smart PLS 3.0 on the small sample. The results of the study showed that students who had a better self-efficacy in science learning were more likely to engage in conservation actions related to the natural environment in their daily lives.DiscussionIn this study, the constructs of environmental behavior were further discussed and the hypothesis model was validated using the quantitative empirical method. The results of the study revealed good reliability, convergent validity, and discriminant validity of the constructs in the hypothesis model, and the hypothesis model itself was validated. In the validated model, students’ science learning self-efficacy affects the sustainability of their environmental behaviors, but only through the role of environmental attitudes. However, the environmental attitudes construct plays a fully mediating role in the model.

This study investigated the impact of two teaching strategies, conventional and drawing principle, associated with the use of Augmented Reality (AR), on the school performance of pupils in the 7th-year of primary school and the 10th-year of secondary school on volcanism learning. Compared to previous research, the novelty of this study lies in the comparative analysis of these two teaching strategies and their association with AR applications. Four classes from the 7th-year and two from the 10th-year were studied, following a quasi-experimental design, with two control classes and two experimental classes in the 7th-year, and one control class and one experimental class in the 10th-year. The Classical Theory of Tests was applied to analyse the evidence of knowledge evaluation on volcanism, used in all groups in post-test and follow-up. Descriptive and inferential statistics, including Student's t-test, were conducted for paired and unpaired groups after determining the normality and homogeneity of variance of the samples. In the 7th-year, students who used the drawing principle as a learning strategy performed better compared to those who used conventional teaching. When the drawing principle was associated with the use of AR, students achieved better results in the follow-up test. In 10th-year students, the results consistently showed better performance when the conventional teaching strategy was associated with the use of AR. [ABSTRACT FROM AUTHOR]

As technology-enhanced children’s learning has gained wide attention, programmable robots have been gradually introduced in early childhood education. Hence, it would be valuable to understand how young children perceive robot programming learning. Draw-a-picture technique is an ideal method to elicit ideas, thoughts, and feelings for children with limited literacy, and epistemic network analysis (ENA) is a novel analytical method to analyze children’s conceptions through the visualized network model. Therefore, this study employed a draw-a-picture technique and ENA to explore 189 5-6-year-old young children’s conceptions of robot programming learning and probe whether their conceptions differ by gender and learning achievements. Results revealed that most children believed that with robot programming kits, they could engage in programming activities with peers in any location and held positive emotions and attitudes. In addition, young children’s conceptions of robot programming learning differ notably by gender and learning achievements. Based on the current findings, several suggestions were proposed, which could set a reference for future robot programming teaching in early childhood education. [ABSTRACT FROM AUTHOR]

Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students' engagement and potential predictors in this learning approach. This study's objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners' perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study's variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners' perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners' perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners' perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners' perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate an instrument for measuring 21st-century workplace skills in on-the-job training (OJT) trainees. A literature review identified 20 key skills, which became the foundation of the instrument. Its validity and reliability were tested through a pilot study involving 20 OJT supervisors, employing methods like the item-level content validity index (I-CVI) and Cronbach's alpha. The results confirmed the instrument's effectiveness, indicating the need for further research with larger and more diverse samples to enhance its applicability. This tool is crucial in improving OJT programs by enabling supervisors to assess and support trainees more effectively. Additionally, it serves as a resource for employers and educators in appraising potential hires and graduates, and assists institutions in refining their curricula. [ABSTRACT FROM AUTHOR]

The Epistemic Competence of the Researcher is a critical success factor for ethical, rigorous, and creative research performance, but it requires a deep epistemological and methodological mastery, however, the current scientific literature has not yet achieved a conceptual arrangement, that allows researchers and educators to have a comprehensive theoretical framework for a holistic understanding of this competence. The objective of this study was to build a comprehensive theory on the epistemic competence of the researcher. A qualitative approach was used, deploying an open interview and the grounded theory method. Ten experts in social science didactics from 7 Latin American universities and 3 Spanish universities participated. The interviews were processed manually and with the support of ATLAS.TI software, finding 23 emerging categories that were contrasted with the results of a term co-occurrence network of 6081 studies imported from Scopus. From the cross-check of empirical and theoretical results, the following concepts were selected to coincide. Finally, the theoretical framework established was made up of the following concepts: 1.- knowledge building and conceptual change, 2.- epistemological beliefs, 3.- concept mapping and knowledge creation, 4.- conceptual understanding, 5.- conceptual framework, 6.- concept formation, 7.- epistemic beliefs, 8.- science education (learning science and science teaching) 9.- cognitive complexity, 10.- personal epistemology, 11.- virtue epistemology, 12.- formal logic, 13.- epistemic cognition, 14.- nature of science, 15.- epistemic emotions. A proposal for teaching and learning science from this epistemic perspective is established. Future studies should continue to explore the concepts and categories that this work leaves open. [ABSTRACT FROM AUTHOR]

The effect of technology on primary students' self-regulated vocabulary learning (SRVL) over time and its dynamic relationship with vocabulary outcomes have been scarcely studied. This quasi-experimental study reports a longitudinal inquiry into the effect of a mobile-assisted self-regulation scheme on primary students' SRVL and the relationship between the changes in the perceived SRVL skills and vocabulary learning outcome. The study lasted seven months. Participants were 174 Grade 4 students (89 girls) from four classes at a primary school in Mainland China. Two classes were randomly assigned to the experimental and control groups. Students in both groups used the app named Vocab+, the former with and the latter without a mobile-assisted self-regulation scheme. Data collection included questionnaires on students' perceived SRVL skills and vocabulary tests. Latent Growth Modelling (LGM) was used to analyse data. The results showed that perceived SRVL skills and vocabulary learning outcomes increased over time. The findings further revealed that students in the experimental group exhibited a steeper increasing trend in perceived SRVL skills and vocabulary learning outcomes. Besides, the association between the growth rates of students' perception of SRVL skills and vocabulary learning outcomes was stronger with the experimental group than with the control group. Our results provided theoretical implications for understanding the relationship between SRVL skills and vocabulary learning outcomes from a developmental perspective. [ABSTRACT FROM AUTHOR]

Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South Africa. A purposeful sample of 380 learners from three racial groups in public and independent schools completed the Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings indicate that family experiences correlated significantly with three motivational aspects of science learning (self-efficacy, active learning and achievement goals); boys perceived family experiences significantly more positively than girls; and parental educational level as well as school values seemed to be related to science learning. Recommendations were made as to how schools can support families in enhancing family experiences that promote learners' motivation for science learning and science achievement. [ABSTRACT FROM AUTHOR]

The present wave of the fourth industrial revolution (4IR) technology and trends is drastically affecting nearly every economic sector and preparing for profound changes in people's lives. The benefits of the technology include higher safety, better decisionmaking, increased productivity, efficiency, and quality in processes, as well as increased competitiveness. Thus, every effort towards raising awareness of the 4IR should begin early in primary education. This study critically evaluated the literature on the issues and challenges of implementing Technical Vocational Education and Training (TVET) preliminary courses in primary education in Malaysia towards raising awareness of the future 4IR. Using two databases, namely Scopus and Web of Science, the review was conducted in accordance with the ROSES (Reporting Standards for Systematic Evidence Syntheses) publishing standard. The findings showed that the role of primary education in facilitating skills development for socioeconomic and technological development for the students was significant. Based on the thematic analysis, two primary themes emerged: a lack of 21st-century skills and support, supplemented by six sub-themes. In addition, the issues and challenges of other countries' primary education in meeting the 4IR demand are also discussed. The paper offered solutions for the issues that arose to fulfil the objective of TVET preparatory courses: to increase pupil awareness of the present 4IR in elementary education in Malaysia. [ABSTRACT FROM AUTHOR]

Digital technology has been proposed as a pedagogical tool capable of transforming traditional inquiry-based learning methods into innovative inquiry-based learning environments for school science. Researchers have reported that technology-enhanced learning environments have significant potential to shape students' conceptions of learning and their learning approaches. This study, therefore, introduces a technology-infused active inquiry learning approach aimed at transforming primary school students' conceptions of learning science. 11 fifth-grade students from a university-based primary school in the northeastern region of Thailand were selected to participate in a two-week intervention based on this approach. The results indicate a noticeable shift in the students' conceptions of technology-infused active inquiry learning following the intervention. However, it was observed that many students still exhibited a tendency towards passive learning due to the overall interaction with technology during science lessons. This highlights the ongoing challenge of effectively incorporating technology in the classroom to foster more advanced conceptions of learning. [ABSTRACT FROM AUTHOR]

The ability to understand listening is an essential skill for non-native speakers of English as a foreign language (EFL). Research has shown that several factors can influence EFL students' English listening comprehension, including the listening strategy they use during listening activities. This study, therefore, used the meta-cognitive listening strategy to explore the mediation role of learning style and self-efficacy in the relationship with listening performance. In this study, 632 Chinese university students participated in a survey and completed electronic questionnaires on MALQ (Meta-cognitive Awareness of Listening Questionnaire), PLSPQ (Perceptual Learning Style Preference Questionnaire), and GSE (General Self-Efficacy Scale). The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that students' listening strategy directly and positively predicted their English listening performance. Moreover, students' listening performance was fully mediated by learning style and self-efficacy. After discussing these findings, suggestions as well as limitations for future studies will be given. The findings of this study are expected to contribute to a better understanding of the factors that may affect EFL students' English listening comprehension and inform instructional practices in the EFL classroom. Specifically, the results of this study may suggest the use of teaching strategies tailored to individual learning styles and the adoption of measures to improve self-efficacy of EFL students. Ultimately, the goal of this research is to improve EFL students' English listening comprehension skills and enhance their overall language proficiency. [ABSTRACT FROM AUTHOR]

The Resilience Evaluation Scale (RES) is a newly developed measure of resilience written in both English and Dutch languages. To date, there have not been comprehensive psychometric evaluations of the RES' performance, including validity for use in non-Western cultural populations and languages. In our attempt to address this void, we conducted a psychometric evaluation of the RES utilizing a Western, sample of U.S. college students and non-Western sample of Chinese college students. Our psychometric evaluation of the RES in a Western, English-speaking sample of U.S. college students indicated mixed results on the construct validity of the RES for measuring resilience. We also found that the factor structure of the RES lacked configural invariance across U.S. college student and Chinese college student samples. Results suggested that additional research is needed to assess whether the RES appropriately measures internal factors of resilience or requires modification. We also highlight the need for continued development of cross-culturally valid measures, and possibly different conceptualizations, of resilience across cultural and linguistic groups. [ABSTRACT FROM AUTHOR]

This study examined the performance, conceptual understanding, and self-efficacy of students via contextualized self-learning modules in Junior High School of Cambangon Integrated School, Lilingayon, Valencia City. Specifically, it aimed to: 1) assess the level of student's performance via contextualized selflearning module (CSLM) and non-contextualized self-learning module (non-CSLM), 2) identify the level of students' conceptual understanding in science via CSLM and non-CSLM in the pre-test and post-test, 3) determine the level of students' self-efficacy via CSLM and non-CSLM in terms of: a) conceptual understanding, b) higher-order thinking skill, c) practical work, d) everyday application, and e) science communication, 4) compare if there is a significant difference in students' performance via CSLM and to non-CSLM, 5) ascertain if there is a significant difference in the students' conceptual understanding in science via CSLM and to non-CSLM in the pre-test and post-test, and 6) find out if there is a significant difference in the students' self-efficacy via CSLM and to non-CSLM in terms of: a) conceptual understanding, b) higher-order thinking skill, c) practical work, d) everyday application, and e) science communication. The study used a quasiexperimental research design utilizing two (2) intact sections of Grade-9 students. The results of the study revealed that the level of students' performance, conceptual understanding, and self-efficacy under CSLM had a higher increase in mean scores compared to the mean scores of students under non-CSLM. Furthermore, the study also found out that there is a significant difference in student's performance, conceptual understanding, and self-efficacy of students who utilized CSLM and students who utilized non-CSLM. This study suggests to consider contextualizing and localizing self-learning modules since these respond effectively to learners' changing needs and conditions in this new normal, which can further contribute to their holistic development. [ABSTRACT FROM AUTHOR]

In order to foster students' development and enhance the training quality within tourism programs at universities, this study aims to investigate the relationships among tourism students' professional identity, academic self-efficacy, learning engagement, and university support. Professional identity refers to learners' recognition and understanding of their study programs and is viewed as a dynamic, progressive process consisting of professional cognition, professional emotion, and professional appraisal. Data were collected from 333 tourism students studying at Chinese universities. They were analyzed through SPSS and SmartPLS. The results revealed that there is no significant correlation between students' professional cognition and learning engagement. However, students' professional emotions and professional appraisals positively influence learning engagement. Moreover, all three dimensions of professional identity exhibit positive effects on students' academic self-efficacy. Additionally, students' academic self-efficacy demonstrates a positive impact on learning engagement, and university support is associated with increased learning engagement and academic self-efficacy. This study contributes to a comprehensive understanding of the learning experience of tourism students and aims to facilitate the advancement of tourism education through cultivating students' professional identity towards tourism and developing students' career commitment in the tourism industry. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work describes a 2-year study in teaching school science, based on the stimulation of higher thinking levels in learning science using a highly student-centred and constructivist learning approach. We sought to shift and strengthen students’ positive attitudes towards science learning, self-efficacy towards invention, and achievement. Focusing on an important aspect of student’s positive attitude towards learning, their preference (like/dislike) towards independent study with minimal or no teacher interference, which leads to increased learning autonomy, was investigated. The main research was conducted on elementary school students; 271 grade level one (G1; 6 years old) to grade level four (G4; 10 years old) participated in this study. As a result of this study, it was found that: (1) 73% of the students preferred minimal or no explanation at all, favoring to be left with the challenge of finding out what to do, compared to 20% of the control group, indicating a positive attitude shift in their learning approaches. (2) The experimental group achieved slightly more (9.5% difference) than the control group in knowledge-comprehension-level based exam; however, the experimental group scored much higher (63% difference) in challenging exams which required higher thinking levels. (3) The same trend was also observed in self-efficacy toward invention, where 82% of the experimental group saw themselves as possible inventors compared to 37% of the control group. [ABSTRACT FROM AUTHOR]

Women and racially and ethnically minoritized populations are underrepresented in science, technology, engineering, and mathematics (STEM). Out-of-school time programs like summer camps can provide positive science experiences that may increase self-efficacy and awareness of STEM opportunities. Such programs often use the same high-impact practices used in K–12 classrooms including relating concepts to real-world examples, engaging students as active participants in inquiry-driven projects, and facilitating learning in a cooperative context. They additionally provide opportunities for engaging in STEM without fear of failure, offer a community of mentors, and allow families to become more involved. We designed a summer camp for middle schoolers who identified as girls, low-income, and as a minoritized race or ethnicity. We describe the design of the camp as well as the results from a simple pre- and post-camp questionnaire that examined each camper's relationship to science, scientific self-efficacy, and interest in having a job in STEM. We found an increase in self-efficacy in camp participants, which is important because high scientific self-efficacy predicts student performance and persistence in STEM, especially for girls. We did not detect an increase in interest in pursuing a STEM job, likely because of already high values for this question on the pre-camp survey. We add to the growing body of work recognizing the potential of out-of-school time STEM programs to increase scientific self-efficacy for girls and racially minoritized students. Tweet: Summer camp for minoritized middle-school girls increases scientific self-efficacy, a characteristic that may be important for removing barriers to participation in STEM. [ABSTRACT FROM AUTHOR]

Higher education faculty's autonomous support of online teaching can promote students engagement in online context. This study collected 492 Chinese university students' survey questionnaires and applied structural equation model to measure their teacher autonomy support, self-efficacy, self-regulated learning (SRL), and online learning engagement. This study adopted self-determination theory (SDT), systematically explored the relationship between teachers' autonomy support and student learning engagement from the perspective of online contexts, and examined the mediating effects of students' self-efficacy and self-regulated learning (SRL) in online contexts. This study found that teacher autonomy support had a significant effect on student engagement in online learning, and was mediated by self-efficacy. Teacher-directed support had a significant effect on student engagement in online learning mediated by SRL. Teacher-directed support had a significant impact on online learning with self-efficacy and SRL as the main mediating variables. Therefore, this study gave a fresh perspective to improve students' online learning engagement, that is to say, teachers were encourage to improve students' autonomy in practical teaching on the basis of giving students autonomy support. Students can promote online learning engagement by strengthening self-efficacy and self-regulation through organizational exchanges and mutual assistance and cooperation of students. Plain Language Summary: Teacher Autonomy Support Influence on Online Learning Engagement Autonomous support for online teaching and learning by higher education teachers can increase students' engagement in online learning. This study collected 492 Chinese university students' survey questionnaires and applied structural equation model to measure their teacher autonomy support, self-efficacy, self-regulated learning (SRL), and online learning engagement. This study adopted self-determination theory (SDT), systematically explored the relationship between teachers' autonomy support and online learning engagement from the perspective of online contexts, and examined the mediating effects of students' self-efficacy and self-regulated learning (SRL) in online contexts. This study found that teacher autonomy support had a significant effect on student engagement in online learning, and was mediated by self-efficacy. Teacher-directed support had a significant effect on student engagement in online learning mediated by SRL. Teacher-directed support had a significant impact on online learning with self-efficacy and SRL as the main mediating variables. Therefore, this study gives a fresh perspective to improve students' online learning engagement, that is to say, teachers are encourage to improve students' autonomy in practical teaching on the basis of giving students autonomy support. Students can promote online learning engagement by strengthening self-efficacy and self-regulation through organizational exchanges and mutual assistance and cooperation of students. [ABSTRACT FROM AUTHOR]

This study investigated the effects of an immersive virtual reality (IVR) nature-trail tour on participants’ science learning, self-efficacy, cognitive load, perceived enjoyment, and perceived usefulness, as compared to actual walking tours. The IVR tour was designed based on the Cognitive Theory of Multimedia Learning. In a between-subjects quasi-experiment, participants learned environmental science topics in one of three types of nature-trail tours, including an IVR tour, a business-as-usual walking tour, and an enhanced walking tour. Results of analyses of covariance indicated that the theory-based IVR design was effective in improving participants’ science learning and their self-efficacy perceptions. At the same time, the IVR tour was found to be as enjoyable as the walking tours and did not pose an unnecessary cognitive load during the learning process. The results have implications for designing IVR environments to (1) enhance cognitive and motivational outcomes in science learning and (2) increase the accessibility of nature-based sites.

At present, the learning ability satisfaction of university students under the blended learning mode is low, and this has an impact on the effect of teaching and students' learning experiences. In order to effectively improve learning ability satisfaction, empirical research and a structural equation model were used to explore the influencing factors of university students' learning ability satisfaction. This study identified the influencing factors of university students' learning ability satisfaction under the blended learning model, and constructed a structural equation model of these factors based on their relationship with learning ability satisfaction. The model was verified and optimized to determine the weight of factors that affected university students' learning ability satisfaction. The study showed that the external and internal factors with the greatest effect on university students' learning ability satisfaction were resource support and learning self-efficacy, respectively. Internal influencing factors had a greater impact on the satisfaction of university students' learning abilities than external factors. This study will expand the existing research perspective on learning ability satisfaction, provide important references for improving curriculum design and teaching effectiveness, and provide a theoretical basis for solving various practical questions caused by low learning ability satisfaction in teaching practice. [ABSTRACT FROM AUTHOR]

Background: A solid foundation in science is critical to students' success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality science education is critical to prepare students for the challenges of the future. However, Emirati students have consistently performed poorly on international standardized science assessments, suggesting that the underlying factors contributing to this trend need to be understood. Therefore, the present study examined the relationship between motivational beliefs in science (i.e., science self-concept and intrinsic and instrumental motivation to learn science) and science achievement in Emirati early adolescents using a self-determination theory framework. Methods: A total of 7,915 Emirati eighth-grade students (Meanage = 13.61 years, SD = 0.53) participated in the 2019 Trends in International Mathematics and Science Study (TIMSS). The TIMSS 2019 assessment measured students' motivational beliefs in science and their achievement in science. Path analysis and bootstrapping were used to examine the relationship between these variables and to test the mediating role of intrinsic and instrumental motivation to learn science in the relationship between science self-concept and science achievement. Results: The results of the study indicate that science self-concept is positively related to both intrinsic and instrumental motivation to learn science and science achievement. Intrinsic motivation to learn science was significantly related to science achievement, whereas instrumental motivation was not. Moreover, intrinsic motivation to learn science alone significantly mediated the relationship between science self-concept and science achievement. Conclusions: The study offers insights into the specific motivational beliefs associated with science achievement and highlights the importance of fostering positive science self-concept and intrinsic motivation in Emirati early adolescents. The study also suggests that interventions to promote positive science self-concept and intrinsic motivation to learn science may be particularly effective in improving science achievement in this population. These findings have important implications for educators and policymakers seeking to promote academic success and career opportunities for Emirati students in science. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to investigate the self-efficacy levels of pre-service science teachers who participated in a workshop about physical laboratory implementations supported by digital simulations and also to determine their views on digital simulations. For this purpose, a 6-week workshop was designed based on a digital simulation program called Crocodile Physics. The participants in the research were 16 university students who were studying in the science education department of a public university. This study includes quantitative and qualitative data. The Science Learning Self-Efficacy (SLSE) scale was used to collect quantitative data. Qualitative data was collected with a structured interview form. According to analysis results for quantitative data, self-efficacy levels towards physics of pre-service teachers were significantly developed. Analysis results of qualitative data showed that pre-service science teachers mostly have a positive tendency to integrate digital simulations into educational environments.

Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school. [ABSTRACT FROM AUTHOR]

Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention. [ABSTRACT FROM AUTHOR]

This study aimed to develop a valid and reliable instrument, the Mental Images of Scientists Questionnaire (MISQ), and use the instrument to examine Chinese students' mental images of scientists' characters across school levels, regions, living settings, and gender. The final version of the MISQ consisted of four constructs: scientists' cognitive, affective, lifestyle, and job characters. The results showed that senior high school students gave higher scores for scientists' cognitive character construct than junior high and elementary school students did. Students from eastern regions, which have a more highly developed economy, gave the highest scores on cognitive and affective character constructs of scientists. Students from western regions, which have a less developed economy, had a relatively negative impression of scientists. Students' images of scientists' affective, lifestyle, and job characters were positively correlated with their interests in pursuing scientific careers. Future research to explore the relationships between students' mental images of scientists' characters and students' motivation to pursue science-related careers or to engage in scientific practices are recommended. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the effect size of gender on motivation towards science learning by combining the results of studies, which were conducted to determine the effect of gender on motivation towards science learning, via the meta-analysis method. In this context, master's thesis, doctoral dissertations, and articles, which were conducted between 2010 and 2020, were suitable for the research problem, and had statistical data to be included in the meta-analysis study, were reviewed and examined in Turkish and English from national and international databases. As a result of the literature review, 2435 national and international studies were collected. Forty-nine studies, containing data suitable for coding protocol in accordance with the criteria determined by the researchers, were included in the meta-analysis. The sample size of 20.862 participants was obtained in the study (10.446 females and 10.416 males). The effect sizes and the combined effect sizes of the studies were calculated using "Comprehensive Meta-Analysis v 2.0 (CMA)." In the studies using the random effects model, the effect size of the gender variable on motivation towards science learning was determined to be 0.155 (95% CI, SE = 0.040). This value showed that the overall effect of the gender variable on motivation towards science learning was at an "insignificant" level in favor of the women. The results of the anova similarity analysis performed for the categorical moderators of publication type, scale type, and education level indicated that these moderators did not cause any statistically significant difference in the effect sizes. As a result of the meta-regression analysis performed for the publication year moderator - which was evaluated as a continuous variable - this moderator did not make any significant difference on the effect sizes of motivation towards science learning. [ABSTRACT FROM AUTHOR]

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Knowledge graphs gained popularity in recent years and have been useful for concept visualization and contextual information retrieval in various applications. However, constructing a knowledge graph by scraping long and complex unstructured texts for a new domain in the absence of a well-defined ontology or an existing labeled entity-relation dataset is difficult. Domains such as cybersecurity education can harness knowledge graphs to create a student-focused interactive and learning environment to teach cybersecurity. Learning cybersecurity involves gaining the knowledge of different attack and defense techniques, system setup and solving multi-facet complex real-world challenges that demand adaptive learning strategies and cognitive engagement. However, there are no standard datasets for the cybersecurity education domain. In this research work, we present a bottom-up approach to curate entity-relation pairs and construct knowledge graphs and question-answering models for cybersecurity education. To evaluate the impact of our new learning paradigm, we conducted surveys and interviews with students after each project to find the usefulness of bot and the knowledge graphs. Our results show that students found these tools informative for learning the core concepts and they used knowledge graphs as a visual reference to cross check the progress that helped them complete the project tasks. [ABSTRACT FROM AUTHOR]

Background: The goal of this research was to determine students' perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students' developed DCI and ICI maps; (d) administering questionnaires seeking students' perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after the intervention, about their perceptions towards the use and outcomes of their DCI and ICI maps. Besides the experimental group, a control group (no intervention) was involved. Results: Outcomes showed that the intervention (guiding students in creating disciplinary and interdisciplinary core idea maps to visualize their learning) supported students significantly in their perceived self-efficacy in the fields of Life Science and Earth Science, plus in the use of Models and Systems. In Physics and Chemistry, the students' perceived self-efficacy was not statistically significantly positive after the conducted intervention. This stemmed from disciplinary core ideas, related to Physics and Chemistry, being more abstract, with students making fewer connections and integrating less new knowledge into the related DCI and ICI maps. In the interviews, both teachers and students stated that the intervention (including expansion of DCI and ICI maps) supported students' science learning. Conclusions: Creating and expanding disciplinary and interdisciplinary core ideas more clearly indicates students' learning, through their ability to make meaningful connections, enabling students to raise their self-efficacy in preparing for their future. The results from this research demonstrate that students' perceived self-efficacy can occur through knowledge visualization by expanding both DCI and ICI maps enabling the making of greater interdisciplinary connections. [ABSTRACT FROM AUTHOR]

The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults' autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture. [ABSTRACT FROM AUTHOR]

Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students' achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed. [ABSTRACT FROM AUTHOR]