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A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

Yıl 2021, Cilt 6, Sayı 1, 47 - 56, 30.06.2021
https://doi.org/10.32568/jfce.866649

Öz

The success of the students in the physics lab depends on their general physics achievement, the physics lesson performance in high school and the test scores. In addition, the success of students in the physics lab was influenced by the students’ physics lab attitudes and non-cognitive variables such as anxiety and self-efficacy beliefs. Therefore, the main purpose of this study is to indicate structural equation modeling on self-efficacy, physics lab anxiety and attitudes. In this research, 513 university students participated, and three scales were used to data collection including Self-efficacy Scale, Physics Lab Anxiety Scale (P-LAS), and Physics Lab Attitudes Scale. In correlation analysis, physics lab anxiety was found negatively related to physics lab attitudes and self-efficacy. According to path analysis results, physics lab attitudes were predicted positively by self-efficacy. Furthermore, self-efficacy and physics lab attitudes were predicted by physics lab anxiety in a negative way. The study revealed that high self-efficacy and positive attitudes toward physics decreases physics lab anxiety. The findings were discussed using the literature in this field.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23(8), 833-845.
  • Berdonosov, S. S., Kurzmenko, N. E., & Kharisov, B. I. (1999). Experience in chemical education in Russia: How to attract the young generation to chemistry under conditions of “chemophobia” Journal of Chemical Education, 76(8), 1086-1088.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory Perspective, Science Education, 84,740-756.
  • Brandwein, P. F., Watson, F. G., & Blackwood, P. E. (1958). Teaching high school science: A book of methods. New York, NY: Barcourt, Brace & World, Inc.
  • Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970.
  • Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271-285.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • Büyüköztürk, Ş., Akgün, Ö., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the Motivated Strategies for Learning Questionnaire. Educational Science: Theory & Practice, 4(2), 207–239.
  • Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Washington: AAAS.
  • Byun, T., Ha, S., & Lee, G. (2008). Identifying student difficulty in problem solving process via of the house model. Proceedings of the Physics Education Research Conference, 1064, 87-90. Edmonton, Alberta: AIP.
  • Cheung, D. (2009). Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75-91.
  • Child, D. A., Duffy, T. M., Kirkley, S., & Hubbard, L. (1997). Issues in adopting a laser disk based science curriculum. Journal of Science Education and Technology, 6(3), 161-171.
  • Crippen, K. J., & Earl, B. L. (2007). The impact of web-based worked examples and self explanation on performance, problem solving, and self-efficacy. Computers & Education, 49(3), 809-821.
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, FL: Harcourt Brace & Company.
  • Eddy, R. M. (2000). Chemophobia in the college classroom: Extent, sources, and student characteristics, Journal of Chemical Education, 77, 514-517.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  • Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40(7), 649-668.
  • Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation. Psychological Bulletin, 132, 778-822.
  • Hackett, G. (1995). Self-efficacy in career choice and development. In: A. Bandura, Editor, Self-efficacy in changing societies, Cambridge University Press, New York, pp. 232-258.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88, 28–54.
  • Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26, 47–62.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Keeves, J. P., & Morgenstern, C. (1992). Attitudes toward science: Measures and effects. In J.P. Keeves (Ed.) The IEA Study of Science III: Changes in science Education and Achievement: 1970-1984 (pp. 122-140). New York: Pergamon.
  • Koballa, T. R., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232.
  • Kurbanoglu, N. İ., Akın, A., & Takunyacı, M. (2009, July). The relationships between chemistry laboratory anxiety and chemistry attitudes. Paper presented at the 30th International Conference of the Stress and Anxiety Research Society (STAR), July, 16-18, Budapest, Hungary.
  • Kurbanoglu, N. İ., & Akın, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35(8), 48-59.
  • Kurbanoglu, N. İ., & Akın, 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.
  • Kurbanoglu, N. İ., & Akın, A. (2012a). Development and validation of a scale to measure physics laboratory anxiety level of university students. Paper presented at the International Counseling and Education Conference, İstanbul, Turkey.
  • Kurbanoglu, N. İ., & Akın, A. (2012b). Development and validation of a scale to measure physics laboratory attitude level of university students. Paper presented at the International Counseling and Education Conference, İstanbul, Turkey.
  • Kurbanoglu, N. İ., & Akın, A. (2014). Development and validation of a scale to measure physics laboratory attitude level of university students. Physics Education (IAPT), 30(1), 1-6.
  • Kurbanoğlu, N. İ., & Takunyacı, M. (2017). Development and Evaluation of an Instrument Measuring Anxiety toward Physics Laboratory Classes among University Students. Journal of Baltic Science Education, 16(4).
  • Laukenmann. M., Bleicher, M., Fu, S., Glaser-Zikuda, M., Mayring, P., & Von Rhöneck, C. (2003). An investigation of the influence of emotional factors on leaning in physics instruction. International Journal of Science Education, 25(4), 489-507.
  • Liu, M., Hsieh, P., Cho, Y., & Schallert, D. (2006). Middle school students’ self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive Learning Research, 17(3), 223–242.
  • Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and context for contemporary teaching. In B. Fraser & K. G. Tobin. (Eds.), International handbook of science education (249-262). Dodrecht, The Netherlands: Kluwer.
  • Luszczynska, A., Gutiérrez-Dona, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries, International Journal of Psychology, 40(2), 80–89.
  • Mahajan, D. S., & Singh, G. S. (2001). Phobia towards organic chemistry in year one students at the University of Botswana. Lonaka: Bulletin of the Center for Academic Development University of Botswana, 3, 22.
  • Mallow, J. (1986). Science Anxiety. Clearwater, FL: H & H Publication.
  • Mallow, J.V., & Greenburg, S.L. (1982). Science anxiety: Causes and remedies. Journal of College Science Teaching, 11, 356-358.
  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
  • Millar, R. (2004). High school science laboratory: Role and vision. National Academy of Science, Washington, DC 3-4 June.
  • Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Raw, A. J. (1999). Developing a-level physics students’ mathematical skills a way forward? Physics Education, 34(5), 306-310.
  • Raymond, L. (2003). Globalization, the knowledge economy, and competitiveness: a business intelligence framework for the development SMES, Journal of American Academy of Business, 3(1/2), 260‐76.
  • Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535– 547.
  • Seligman Walkman, M. E. P., Walker, E. F., & Rossenhan, D. L. (2001). Abnormal Psychology (4thedition). N.Y.:W.W. Norton & company, Inc.
  • Scherbaum, C., Cohen-Charash, Y., & Kern, M. (2006). Measuring General Self-Efficacy: A Comparison of Three Measures Using Item Response Theory. Educational and Psychological Measurement, 66, 1047-1063.
  • Schibeci, R. A. (1983). Selecting appropriate attitudinal objectives for school science, Science Education, 67(5), 595-603.
  • Schmidt, N. B., Mitchell, M. A., & Richey, J. A. (2008). Anxiety sensitivity as an incremental predictor of later anxiety symptoms and syndromes. Comprehensive Psychiatry, 49, 407–412.
  • Smist, J. M., & Owen, S. V. (1994, April). Explaining science self-efficacy. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
  • Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence for teachers’ change while Participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30(5), 593–617.
  • Tuminaro, J., & Redish, E. (2004). Understanding students’ poor performance on mathematical problem solving in physics. Paper presented at the Physics Education Research Conference.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4), 435–446.
  • Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–141.
  • Uysal, İ. (2013). Akademisyenlerin Genel Öz-Yeterlik İnançları: AİBÜ Eğitim Fakültesi Örneği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2).
  • Uzuntiryaki, E., & Capa Aydin, Y. (2009). Development and validation of Chemistry Self-efficacy Scale for college students. Research in Science Education, 39(4), 539–551.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
  • Yıldırım, F. & İlhan, İ.Ö. (2010). Genel Özyeterlilik Ölçeği Türkçe Formunun geçerlilik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4), 301-8.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246.

A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

Yıl 2021, Cilt 6, Sayı 1, 47 - 56, 30.06.2021
https://doi.org/10.32568/jfce.866649

Öz

The success of the students in the physics lab depends on their general physics achievement, the physics lesson performance in high school and the test scores. In addition, the success of students in the physics lab was influenced by the students’ physics lab attitudes and non-cognitive variables such as anxiety and self-efficacy beliefs. Therefore, the main purpose of this study is to indicate structural equation modeling on self-efficacy, physics lab anxiety and attitudes. In this research, 513 university students participated, and three scales were used to data collection including Self-efficacy Scale, Physics Lab Anxiety Scale (P-LAS), and Physics Lab Attitudes Scale. In correlation analysis, physics lab anxiety was found negatively related to physics lab attitudes and self-efficacy. According to path analysis results, physics lab attitudes were predicted positively by self-efficacy. Furthermore, self-efficacy and physics lab attitudes were predicted by physics lab anxiety in a negative way. The study revealed that high self-efficacy and positive attitudes toward physics decreases physics lab anxiety. The findings were discussed using the literature in this field.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23(8), 833-845.
  • Berdonosov, S. S., Kurzmenko, N. E., & Kharisov, B. I. (1999). Experience in chemical education in Russia: How to attract the young generation to chemistry under conditions of “chemophobia” Journal of Chemical Education, 76(8), 1086-1088.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory Perspective, Science Education, 84,740-756.
  • Brandwein, P. F., Watson, F. G., & Blackwood, P. E. (1958). Teaching high school science: A book of methods. New York, NY: Barcourt, Brace & World, Inc.
  • Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970.
  • Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271-285.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499.
  • Büyüköztürk, Ş., Akgün, Ö., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the Motivated Strategies for Learning Questionnaire. Educational Science: Theory & Practice, 4(2), 207–239.
  • Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science. Washington: AAAS.
  • Byun, T., Ha, S., & Lee, G. (2008). Identifying student difficulty in problem solving process via of the house model. Proceedings of the Physics Education Research Conference, 1064, 87-90. Edmonton, Alberta: AIP.
  • Cheung, D. (2009). Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75-91.
  • Child, D. A., Duffy, T. M., Kirkley, S., & Hubbard, L. (1997). Issues in adopting a laser disk based science curriculum. Journal of Science Education and Technology, 6(3), 161-171.
  • Crippen, K. J., & Earl, B. L. (2007). The impact of web-based worked examples and self explanation on performance, problem solving, and self-efficacy. Computers & Education, 49(3), 809-821.
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, FL: Harcourt Brace & Company.
  • Eddy, R. M. (2000). Chemophobia in the college classroom: Extent, sources, and student characteristics, Journal of Chemical Education, 77, 514-517.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
  • Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40(7), 649-668.
  • Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation. Psychological Bulletin, 132, 778-822.
  • Hackett, G. (1995). Self-efficacy in career choice and development. In: A. Bandura, Editor, Self-efficacy in changing societies, Cambridge University Press, New York, pp. 232-258.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88, 28–54.
  • Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26, 47–62.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Keeves, J. P., & Morgenstern, C. (1992). Attitudes toward science: Measures and effects. In J.P. Keeves (Ed.) The IEA Study of Science III: Changes in science Education and Achievement: 1970-1984 (pp. 122-140). New York: Pergamon.
  • Koballa, T. R., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85(3), 222-232.
  • Kurbanoglu, N. İ., Akın, A., & Takunyacı, M. (2009, July). The relationships between chemistry laboratory anxiety and chemistry attitudes. Paper presented at the 30th International Conference of the Stress and Anxiety Research Society (STAR), July, 16-18, Budapest, Hungary.
  • Kurbanoglu, N. İ., & Akın, A. (2010). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35(8), 48-59.
  • Kurbanoglu, N. İ., & Akın, 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.
  • Kurbanoglu, N. İ., & Akın, A. (2012a). Development and validation of a scale to measure physics laboratory anxiety level of university students. Paper presented at the International Counseling and Education Conference, İstanbul, Turkey.
  • Kurbanoglu, N. İ., & Akın, A. (2012b). Development and validation of a scale to measure physics laboratory attitude level of university students. Paper presented at the International Counseling and Education Conference, İstanbul, Turkey.
  • Kurbanoglu, N. İ., & Akın, A. (2014). Development and validation of a scale to measure physics laboratory attitude level of university students. Physics Education (IAPT), 30(1), 1-6.
  • Kurbanoğlu, N. İ., & Takunyacı, M. (2017). Development and Evaluation of an Instrument Measuring Anxiety toward Physics Laboratory Classes among University Students. Journal of Baltic Science Education, 16(4).
  • Laukenmann. M., Bleicher, M., Fu, S., Glaser-Zikuda, M., Mayring, P., & Von Rhöneck, C. (2003). An investigation of the influence of emotional factors on leaning in physics instruction. International Journal of Science Education, 25(4), 489-507.
  • Liu, M., Hsieh, P., Cho, Y., & Schallert, D. (2006). Middle school students’ self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive Learning Research, 17(3), 223–242.
  • Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and context for contemporary teaching. In B. Fraser & K. G. Tobin. (Eds.), International handbook of science education (249-262). Dodrecht, The Netherlands: Kluwer.
  • Luszczynska, A., Gutiérrez-Dona, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries, International Journal of Psychology, 40(2), 80–89.
  • Mahajan, D. S., & Singh, G. S. (2001). Phobia towards organic chemistry in year one students at the University of Botswana. Lonaka: Bulletin of the Center for Academic Development University of Botswana, 3, 22.
  • Mallow, J. (1986). Science Anxiety. Clearwater, FL: H & H Publication.
  • Mallow, J.V., & Greenburg, S.L. (1982). Science anxiety: Causes and remedies. Journal of College Science Teaching, 11, 356-358.
  • Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
  • Millar, R. (2004). High school science laboratory: Role and vision. National Academy of Science, Washington, DC 3-4 June.
  • Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Raw, A. J. (1999). Developing a-level physics students’ mathematical skills a way forward? Physics Education, 34(5), 306-310.
  • Raymond, L. (2003). Globalization, the knowledge economy, and competitiveness: a business intelligence framework for the development SMES, Journal of American Academy of Business, 3(1/2), 260‐76.
  • Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535– 547.
  • Seligman Walkman, M. E. P., Walker, E. F., & Rossenhan, D. L. (2001). Abnormal Psychology (4thedition). N.Y.:W.W. Norton & company, Inc.
  • Scherbaum, C., Cohen-Charash, Y., & Kern, M. (2006). Measuring General Self-Efficacy: A Comparison of Three Measures Using Item Response Theory. Educational and Psychological Measurement, 66, 1047-1063.
  • Schibeci, R. A. (1983). Selecting appropriate attitudinal objectives for school science, Science Education, 67(5), 595-603.
  • Schmidt, N. B., Mitchell, M. A., & Richey, J. A. (2008). Anxiety sensitivity as an incremental predictor of later anxiety symptoms and syndromes. Comprehensive Psychiatry, 49, 407–412.
  • Smist, J. M., & Owen, S. V. (1994, April). Explaining science self-efficacy. Paper presented at the annual meeting of the American Educational Research Association. New Orleans, LA.
  • Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence for teachers’ change while Participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory. International Journal of Science Education, 30(5), 593–617.
  • Tuminaro, J., & Redish, E. (2004). Understanding students’ poor performance on mathematical problem solving in physics. Paper presented at the Physics Education Research Conference.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4), 435–446.
  • Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–141.
  • Uysal, İ. (2013). Akademisyenlerin Genel Öz-Yeterlik İnançları: AİBÜ Eğitim Fakültesi Örneği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2).
  • Uzuntiryaki, E., & Capa Aydin, Y. (2009). Development and validation of Chemistry Self-efficacy Scale for college students. Research in Science Education, 39(4), 539–551.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
  • Yıldırım, F. & İlhan, İ.Ö. (2010). Genel Özyeterlilik Ölçeği Türkçe Formunun geçerlilik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4), 301-8.
  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

İzzet KURBANOGLU>
SAKARYA UNIVERSITY
0000-0002-5340-0855
Türkiye


Mithat TAKUNYACI> (Sorumlu Yazar)
SAKARYA ÜNİVERSİTESİ
0000-0003-1065-975X
Türkiye

Yayımlanma Tarihi 30 Haziran 2021
Gönderilme Tarihi 22 Ocak 2021
Kabul Tarihi 22 Nisan 2021
Yayınlandığı Sayı Yıl 2021, Cilt 6, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { jfce866649, journal = {Journal of Family Counseling and Education}, eissn = {2548-1290}, address = {Sakarya Üniversitesi Eğitim Fakültesi E Blok 5204 Nolu Oda Hendek/Sakarya}, publisher = {Eyüp ÇELİK}, year = {2021}, volume = {6}, number = {1}, pages = {47 - 56}, doi = {10.32568/jfce.866649}, title = {A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes}, key = {cite}, author = {Kurbanoglu, İzzet and Takunyacı, Mithat} }
APA Kurbanoglu, İ. & Takunyacı, M. (2021). A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes . Journal of Family Counseling and Education , 6 (1) , 47-56 . DOI: 10.32568/jfce.866649
MLA Kurbanoglu, İ. , Takunyacı, M. "A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes" . Journal of Family Counseling and Education 6 (2021 ): 47-56 <https://dergipark.org.tr/tr/pub/jfce/issue/60352/866649>
Chicago Kurbanoglu, İ. , Takunyacı, M. "A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes". Journal of Family Counseling and Education 6 (2021 ): 47-56
RIS TY - JOUR T1 - A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes AU - İzzetKurbanoglu, MithatTakunyacı Y1 - 2021 PY - 2021 N1 - doi: 10.32568/jfce.866649 DO - 10.32568/jfce.866649 T2 - Journal of Family Counseling and Education JF - Journal JO - JOR SP - 47 EP - 56 VL - 6 IS - 1 SN - -2548-1290 M3 - doi: 10.32568/jfce.866649 UR - https://doi.org/10.32568/jfce.866649 Y2 - 2021 ER -
EndNote %0 Journal of Family Counseling and Education A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes %A İzzet Kurbanoglu , Mithat Takunyacı %T A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes %D 2021 %J Journal of Family Counseling and Education %P -2548-1290 %V 6 %N 1 %R doi: 10.32568/jfce.866649 %U 10.32568/jfce.866649
ISNAD Kurbanoglu, İzzet , Takunyacı, Mithat . "A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes". Journal of Family Counseling and Education 6 / 1 (Haziran 2021): 47-56 . https://doi.org/10.32568/jfce.866649
AMA Kurbanoglu İ. , Takunyacı M. A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes. JFCE. 2021; 6(1): 47-56.
Vancouver Kurbanoglu İ. , Takunyacı M. A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes. Journal of Family Counseling and Education. 2021; 6(1): 47-56.
IEEE İ. Kurbanoglu ve M. Takunyacı , "A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes", Journal of Family Counseling and Education, c. 6, sayı. 1, ss. 47-56, Haz. 2021, doi:10.32568/jfce.866649