Over the past two decades, researchers consistently demonstrated the importance of science teaching approaches and student self-efficacy in influencing their science achievement. These findings have become the foundation of science education reform. However, empirical supports of these relationships are limited to direct relationships and small-scale studies. Therefore, little is known about the mechanism of how teaching approaches and student self-efficacy affect student achievement. In order to fill these gaps, this study used a multilevel structural equation modeling approach to analyze the direct and indirect relationships between teaching approaches, student self-efficacy, and science achievement by using the data of US eighth grade students in the 2011 TIMSS assessment. The results indicated that none of the teaching approaches identified in this study were directly associated with student science achievement, but significant mediation effect was found between generic teaching and student science achievement through student self-efficacy. Implications of these results for US educational system and reform were discussed.
Language interface plays a critical role as the foundation of communication. Possessing greater fluency in the host language can lead to increased opportunities for interaction with host members. This research is to examine the impact of language and Internet usage anxiety and self-efficacy on the intended uses of Internet sites, respectively. By the same token, whether Internet/language self-efficacy would mediate the effects of Internet/language anxiety on the intention of the Internet site use is also examined. A valid sample of 368 undergraduates was tested in this study. The path analysis results mostly supported the model tested. The results display that the anxiety of language and Internet use have significantly influenced self-efficacy of Internet use and language, respectively. Anxiety about language and Internet use have also significantly influenced the intention to use Internet sites individually. Furthermore, language self-efficacy has significantly influenced the intention to use Internet sites, but Internet self-efficacy has not. The implications are discussed at the end of the paper. 相似文献
Journal of Child and Family Studies - Drawing on self-determination theory and problem-behavior theory, we tested the relation between parental psychological control and adolescents’... 相似文献