The Role of Subjective Task Value and Prior Achievement in the Relationship between Personal Epistemology and Science Self-efficacy Beliefs: A Moderated Mediation Analysis

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ŞAHİN F., SUNGUR S., ATEŞ S.

Science Education International, cilt.34, sa.4, ss.283-292, 2023 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 34 Sayı: 4
  • Basım Tarihi: 2023
  • Doi Numarası: 10.33828/sei.v34.i4.1
  • Dergi Adı: Science Education International
  • Derginin Tarandığı İndeksler: Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Sayfa Sayıları: ss.283-292
  • Anahtar Kelimeler: Personal epistemology for science, prior achievement, science self-efficacy, subjective task value
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The purpose of this study is to test the relationship between seventh-grade students’ personal epistemology for science, subjective task value, and science self-efficacy, with prior achievement serving as a moderator. The mediating role of subjective task value is proposed in the prediction of the relationship between personal epistemology for science and science self-efficacy. To achieve this aim, a model that explains the relationships among the specified variables is proposed, and then this model is tested using moderated mediation techniques, controlling for the effects of gender and parental educational background variables. The study sample comprises 312 seventh-grade students, determined through stratified random sampling. The analyses confirm the mediating effect of subjective task value and reveal the moderator effect of prior achievement on the prediction of personal epistemology for science and science self-efficacy. Finally, the results of the study are compared with existing research in the field, and recommendations are provided to researchers and practitioners in science education based on these findings.