Erscheint 6 Ausgaben pro Jahr
ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X
Indexed in
SELF-EFFICACY BELIEFS, MOTIVATION, RACE, AND GENDER IN MIDDLE SCHOOL SCIENCE
ABSTRAKT
The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Banduras social cognitive theory.
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