A systematic review of self-efficacy studies among university students as pre-service teachers in science education

Abstract

This paper was inspired by the author’s concern in the theme of self-efficacy of learning and self-efficacy of teaching and it was initiated by a previous study (Suprapto & Chang, 2015). This study aimed at reviewing the factorial structure of self-efficacy of learning and teaching among university students as pre-service teachers. The review intended not only to summarise the context of self-efficacy in the domain of science education but it also planned to explore the instrument, sample selection, validity, and reliability as reported in empirical studies. A total of 25 articles that met the criteria set and deduced from the experiencing data by using selection study method. The criteria considered the articles were indexed in Scopus and Web of Science which published from January 2008 to December 2017. Each paper focused on biology education, chemistry education, and physics education. How the researchers conducted an analysis of data and their findings have been described. Additionally, the summary of the development process of the science self-efficacy scale and the implication for future research were also described in this study.

Keywords

• self-efficacy for science
• pre-service science teacher
• teacher education

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