Year 2020, Volume 8 , Issue 4, Pages 1387 - 1396 2020-12-15

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

Nadi SUPRAPTO [1]


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.
self-efficacy for science, pre-service science teacher, teacher education
  • [Note: * Articles were selected in the review process]
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Bernadowski, C., Perry, R., & Greco, R. D. (2013). Improving preservice teachers’ self-efficacy through service learning: Lessons learned. International Journal of Instruction, 6(2), 67-86.
  • Brace, N., Kemp, R., & Snelgar, R. (2006). SPSS for psychologists, 3rd Ed. New York, NY: Palgrave MacMillan.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York, NY: The Guilford Press.
  • Bursal, M. (2015)*. A comparison of standard and retrospective pre-post testing for measuring the changes in science teaching efficacy beliefs. Journal of Baltic Science Education, 14(2), 275-283.
  • Cartwright, T. J., & Atwood, J. (2014)*. Elementary pre-service teachers’ response-shift bias: Self-efficacy and attitudes toward science. International Journal of Science Education, 36(14), 2421-2437.
  • Chiou, G., & Liang, J. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21, 83-91.
  • Cone, N. (2009). Community-based service-learning as a source of personal self-efficacy: Preparing preservice elementary teachers to teach science for diversity. School Science and Mathematics, 109, 20-30.
  • Çalışkan, S., Selçuk, G. S., & Erol, M. (2010)*. Instruction of problem solving strategies: Effects on physics achievement and self-efficacy beliefs. Journal of Baltic Science Education, 9(1), 20-34.
  • Doğru, M. (2017)*. Development of a self-efficacy scale of technology usage in education. Eurasia Journal of Mathematics Science and Technology Education, 13(6), 1785-1798.
  • Efe, H. A. (2015)*. The relation between science student teachers’ educational use of web 2.0 technologies and their computer self-efficacy. Journal of Baltic Science Education, 14(1), 142-154.
  • Güzeller, C. O., & Özkal, N. (2013)*. Effect of performance-based status determination techniques on self-efficacy, concern and permanence in primary school science and technology course. Journal of Baltic Science Education, 12(1), 47-58.
  • Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues, In R. H. Hoyle (eds.), Structural equation modeling: Concepts, issues, and applications, pp. 1-15, Thousand Oaks, CA: Sage Publications, Inc.
  • Ibrahim, A., Aulls, M. W., & Shore, B. M. (2016)*. Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners for Inquiry Engagement (McSELFIE) survey in natural science disciplines. International Journal of Science Education, 38(16), 2450-2476.
  • Ilhan, N., Yilmaz, Z. A., & Dede, H. (2015)*. Attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs in Turkey. Journal of Baltic Science Education, 14(2), 183-193.
  • Ishak, M. Z. (2008). Improving the training of pre-service physics teachers in Malaysia using didactic analysis (Doctoral dissertation, the University of Waikato, New Zealand). Retrieved 3/12/2009, from http://hdl.handle. net/10289/2544.
  • Joreskog, K. G., & Sorbom, D. (1993). Lisrel 8: Structural equation modeling with the simplis command language. Hillsdale: Erlbaum Associates Publishers.
  • Kırık, Ö. T. (2013)*. Science teaching efficacy of preservice elementary teachers: Examination of the multiple factors reported as influential. Research in Science Education, 43, 2497-2515.
  • Krause, M., Pietzner, V., Dori, Y. D., & Eilks, I. (2017)*. Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerning the use of ICT in Education. Eurasia Journal of Mathematics Science and Technology Education, 13(8), 4405-4417.
  • Kurbanoğlu, N. İ., & Akin, A. (2012)*. The relationships between university students’ organic chemistry anxiety, chemistry attitudes, and self-efficacy: A structural equation model. Journal of Baltic Science Education, 11(4), 347-356.
  • Lin, T., Liang, J., & Tsai C. (2015a)*. Identifying Taiwanese university students’ physics learning profiles and their role in physics learning self efficacy. Research in Science Education, 45(4), 605-624.
  • Lin, T., Liang, J., & Tsai C. (2015b)*. Conception of memorizing and understanding in learning, and self-efficacy held by university biology majors. International Journal of Science Education, 37(3), 446-448.
  • Lindstrøm, C., & Sharma, M. D. (2011)*. Self-Efficacy of first year university physics students: Do gender and prior formal instruction in physics matter?. International Journal of Innovation in Science and Mathematics Education, 19(2), 1-19.
  • Lotter, C., Smiley, W., Thompson, S., & Dickenson, T. (2016)*. The impact of a professional development model on middle school science teachers’ efficacy and implementation of inquiry. International Journal of Science Education, 38(18), 2712-2741.
  • Mehdinezhad, V. (2012). Faculty members’ understanding of teaching efficacy criteria and it relation to their characteristics. International Journal of Instruction, 5(2), 213-236.
  • Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception, (pp. 239–266). London, UK: Alex.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, US: Merrill.
  • Privitera, G. J. (2014). Research methods for the behavioral sciences. London, UK: Sage Publications, Inc.
  • Sadi, O., & Uyar, M. (2013)*. The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12(1), 21-33.
  • Shen, K.-M., Lee, M.-H., Tsai, C.-C., & Chang, C.-Y. (2016)*. Undergraduate students’ earth science learning: Relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547.
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum.
  • Suprapto, N. (2016). “What should educational reform in Indonesia look like?”- Learning from the PISA science scores of East-Asian countries and Singapore. Asia Pacific Forum on Science Learning and Teaching, 17(2), 16.
  • Suprapto, N. (2019a). Demographic sources as a local wisdom: Potency of Indonesian physics education researchers in conducting survey research. Journal of Physics: Conference Series, 1171, 012003.
  • Suprapto, N. (2019b). Development and validation of students’ perception on learning by questioning scale in physics. International Journal of Instruction, 12(2), 242-258.
  • Suprapto, N., & Chang, T.-S. (2015). Research on university student’s self-efficacy scale in science education: A systematic review. Proceeding of International Conference on Science and Science Education (IConSSE 2015) (pp 120-129), Faculty of Science and Mathematics, Satya Wacana Christian University, Indonesia.
  • Suprapto, N., Chang, T.-S., & Ku, C.-H. (2017)*. Conception of learning physics and self-efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 7-19.
  • Šorgo, A., Lamanauskas, V., Šašić, S. Š., Ersozlu, Z. N., Tomažič, I., Kubiatko, M., Prokop, P., Ersozlu, A., Fančovičova, J., Bilek, M., & Usak, M. (2017)*. Cross-national study on relations between motivation for science courses, pedagogy courses and general self-efficacy. Eurasia Journal of Mathematics Science and Technology Education, 13(10), 6597-6608.
  • Tanel, R. (2013)*. Prospective physics teachers’ self-efficacy beliefs about teaching and conceptual understandings for the subjects of force and motion. Journal of Baltic Science Education, 12(1), 6-20.
  • Tatar, N., & Buldur, S. (2013)*. Improving preservice science teachers’ self-efficacy about the use of alternative assessment: Implication for theory and practice. Journal of Baltic Science Education, 12(4), 452-464.
  • Temel, S., Şen, Ş., & Yılmaz, A. (2015)*. Validity and reliability analyses for chemistry self-concept inventory. Journal of Baltic Science Education, 14(5), 599-606.
  • Tsai, C., Ho, H., Liang, J., & Lin, H. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757-769.
  • Tuzuna, O.Y., & Topcu, M. S. (2008)*. Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65-85.
  • Uzuntiryaki, U., & Aydın, Y. Ç. (2009)*. Development and validation of chemistry self-efficacy scale for college students. Research in Science Education, 39(5), 539-551.
  • Yilmaz-Tuzun, O., & Topcu, M. S. (2008)*. Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self‐efficacy beliefs. International Journal of Science Education, 30(1), 65-85.
  • Zimmerman, B. J., Bonner, S., & Kovach, R. (2006). Developing self-regulated learner: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
  • Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169.
Primary Language en
Subjects Education, Scientific Disciplines
Published Date December 2020
Journal Section Teacher Education
Authors

Orcid: 0000-0002-8990-7412
Author: Nadi SUPRAPTO (Primary Author)
Institution: Universitas Negeri Surabaya, Indonesia
Country: Indonesia


Supporting Institution This paper is part of the project of the research group of “Philosophy and Physics Education Curriculum”, Universitas Negeri Surabaya, Indonesia.
Project Number -
Thanks This paper is part of the project of the research group of “Philosophy and Physics Education Curriculum”, State University of Surabaya, Indonesia. Biodata of Authors
Dates

Publication Date : December 15, 2020

Bibtex @research article { jegys724679, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2020}, volume = {8}, pages = {1387 - 1396}, doi = {10.17478/jegys.724679}, title = {A systematic review of self-efficacy studies among university students as pre-service teachers in science education}, key = {cite}, author = {Suprapto, Nadi} }
APA Suprapto, N . (2020). A systematic review of self-efficacy studies among university students as pre-service teachers in science education . Journal for the Education of Gifted Young Scientists , 8 (4) , 1387-1396 . DOI: 10.17478/jegys.724679
MLA Suprapto, N . "A systematic review of self-efficacy studies among university students as pre-service teachers in science education" . Journal for the Education of Gifted Young Scientists 8 (2020 ): 1387-1396 <https://dergipark.org.tr/en/pub/jegys/issue/56816/724679>
Chicago Suprapto, N . "A systematic review of self-efficacy studies among university students as pre-service teachers in science education". Journal for the Education of Gifted Young Scientists 8 (2020 ): 1387-1396
RIS TY - JOUR T1 - A systematic review of self-efficacy studies among university students as pre-service teachers in science education AU - Nadi Suprapto Y1 - 2020 PY - 2020 N1 - doi: 10.17478/jegys.724679 DO - 10.17478/jegys.724679 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 1387 EP - 1396 VL - 8 IS - 4 SN - -2149-360X M3 - doi: 10.17478/jegys.724679 UR - https://doi.org/10.17478/jegys.724679 Y2 - 2020 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists A systematic review of self-efficacy studies among university students as pre-service teachers in science education %A Nadi Suprapto %T A systematic review of self-efficacy studies among university students as pre-service teachers in science education %D 2020 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 8 %N 4 %R doi: 10.17478/jegys.724679 %U 10.17478/jegys.724679
ISNAD Suprapto, Nadi . "A systematic review of self-efficacy studies among university students as pre-service teachers in science education". Journal for the Education of Gifted Young Scientists 8 / 4 (December 2020): 1387-1396 . https://doi.org/10.17478/jegys.724679
AMA Suprapto N . A systematic review of self-efficacy studies among university students as pre-service teachers in science education. JEGYS. 2020; 8(4): 1387-1396.
Vancouver Suprapto N . A systematic review of self-efficacy studies among university students as pre-service teachers in science education. Journal for the Education of Gifted Young Scientists. 2020; 8(4): 1387-1396.
IEEE N. Suprapto , "A systematic review of self-efficacy studies among university students as pre-service teachers in science education", Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, pp. 1387-1396, Dec. 2020, doi:10.17478/jegys.724679