Current Event #3
John Olson, Secondary Education 625, November 1, 2006
Theory and Research in Teaching Secondary School Science
Article: Sources of Science Self-Efficacy Beliefs of Middle School Students
This study concerned an investigation regarding the “self-efficacy beliefs of middle school
students” (Britner & Pajares, 2006, p. 485). The authors set out to “investigate the degree to
which A. Bandura’s hypothesized sources of self-efficacy predict the science self-efficacy
beliefs of middle school students.” “Bandura contended that students’ self-efficacy beliefs
are often better predictors of the academic successes they attain than are objective
assessments of their abilities.” Other objectives of the study were to “replicate previous
findings that science self-efficacy predicts science achievement,” and “how science selfefficacy and its antecedents differ by gender.”
The study looked at a population of “319 students (155 boys, 164 girls) in grades 5-8 in a
public middle school” (Britner & Pajares, 2006, p. 489). Multiple evaluation instruments
were administered by “the first author and two research assistants” (p. 490) within the
individual science classes participating in the study near the end of the last grading period.
The evaluation instruments were designed to collect meaningful data in each of the areas of
the study.
The collection of data in this study was well thought out and carefully administered. Each of
the instruments used was tailored to specific areas the researchers wanted to investigate. The
first instrument was intended to identify “sources of science self-efficacy, measured with the
Sources of Science Self-Efficacy Scale” adapted from a scale used to “measure this construct
in mathematics” (Britner & Pajares, 2006, p 490).
The researchers used other researcher’s proven methods. “We followed guidelines for
implementing factor analysis recommended by Fabrigar, Wedener, MacCallum and Strahan
(1999).” Students’ science grade self-efficacy was assessed with “five items that asked
students to provide a rating of their confidence that they could earn either and A, B, C, or D
in their science class” (p 490). Other scales and instruments were used for each specific area
of the study. It is evident that the researchers made a serious effort to use the right tools to
accurately investigate their study. The paper was augmented with multiple charts showing
appropriate data reflecting the study (p. 492-494).
The study was able to replicate “earlier findings to confirm that science self-efficacy is a
significant predictor of science achievement” (Britner & Pajares, 2006, p 490). To be able to
replicate the results of previous studies demonstrates that the researchers understand the
proper methods of designing and implementing a viable study.
Importantly, the final analysis reported that “Results also support Bandura’s hypothesized
sources of self-efficacy and extend previous research findings into the domain of science”
(p.494), which was the first objective of the study. It appears that Britner and Pajares
invested a lot of energy into the design of this study, and that their results and claims seem to
be supported with carefully gathered and analyzed data.
Although the study did have a large population, “319 students (155 boys, 164 girls) in grades
5-8 in a public middle school” (Britner & Pajares, 2006, p. 489), the make up of the study
group was not an ideal sampling. “The socioeconomic status of the area served by the school
was largely middle class, and the students were primarily White.” Focusing on one
socioeconomic group with very limited ethnic diversity may brings into question the
credibility of some of the results. There is no evidence that these same results would be
replicated in more diverse populations.
The actual school where the study took place was “selected because the science program is a
hands-on program that has resulted in student science achievement that is higher than in other
schools in the district and state” (Britner & Pajares, 2006, p. 489). One could reasonably
assume that a school with a focused science curriculum would generate a more positive
feeling of self-efficacy among the students, and could create a bias that would be reflected in
the results.
The “achievement variable” which the researchers used in this investigation was “the
students’ end of semester science grade” (Britner & Pajares, 2006, p. 496). The researchers
pointed out that science grades are calculated from “a variety of instructional activities…”
and it is possible that “the sources of self-efficacy work differently” (p.496) in various types
of activities. It cannot be assumed that this achievement variable is reliably accurate.
I selected this article in part to further educate myself to the concept of self-efficacy. I am
becoming more aware from my reading how important it is to address the learning styles of
my students, and also how to find ways to engage them. This excerpt from the study
admonishes all of us as science educators to be aware of the full extent of our obligations to
our students. “Engaging students in authentic inquiry-oriented science investigations during
middle school will provide mastery experiences necessary to the development of strong
science self-efficacy beliefs” (Britner & Pajares, 2006, p. 494).
The researchers’ discussion of the study also points out that science educators should be
“providing the level of challenge that will facilitate efficacy-building successes and minimize
failures that will diminish confidence in new abilities” (Britner & Pajares, 2006, p.495). I
have always felt that nurturing an interest in science and making it accessible to students is
the best way to reinforce their self-efficacy in science. I strongly feel that this should be the
primary goal of middle school science. Students who leave the middle school with positive
attitudes about science are more likely to continue in the sciences in high school, which is
what this study on self-efficacy was attempting to underscore.
References
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. Retrieved
September 21, 2006, from ERIC database.