TY - JOUR AU - Juan, Andrea AU - Hannan, Sylvia AU - Namome, Catherine PY - 2018/07/30 Y2 - 2024/03/28 TI - I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa JF - South African Journal of Science JA - S. Afr. J. Sci. VL - 114 IS - 7/8 SE - Research Article DO - 10.17159/sajs.2018/20170269 UR - https://sajs.co.za/article/view/4414 SP - AB - <p>An important component of an individual’s scientific literacy is a positive attitude towards science. However, emphasis is too often placed on achievement scores rather than attitude. While individuals’ relative levels of problem-solving skills, inherent aptitudes for the subject matter and teaching practices are conveyed through achievement scores, attitudes to science convey individuals’ emotional evaluation of the subject. Attitudes have a strong impact on behaviour: through either facilitating the learning process or hindering it. Furthermore, attitudes towards science reflect the culture which exists within a school, as well as the wider social context within which learning takes place. As a result, understanding attitudes is a key component of the interpretation of achievement results. We used data from 12 514 Grade 9 students in South Africa who participated in the 2015 Trends in International Mathematics and Science Study to investigate students’ self-efficacy in science. Multiple linear regression analyses were used to address the following key research questions: (1) What is the relationship between self-efficacy and science achievement for Grade 9 students in South Africa? and (2) What are the contextual factors associated with the self-efficacy of Grade 9 students in South Africa? The findings reveal a positive relationship between self-efficacy and science achievement and suggest a need to also focus on noncognitive aspects in order to improve science achievement.<br><br><strong>Significance:</strong></p><ul><li>The study contributes to understanding the determinants of science performance at school.</li><li>The findings highlight the importance of non-cognitive dimensions in science achievement at school.</li><li>The findings have policy implications for education programmes and teachers in relation to interventions which incorporate non-cognitive dimensions.</li></ul><p>Data set available at:&nbsp;<a href="http://curation.hsrc.ac.za/doi-10.14749-1499247520" target="_blank" rel="noopener">http://curation.hsrc.ac.za/doi-10.14749-1499247520</a>&nbsp;</p> ER -