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ERIC Number: EJ1358476
Record Type: Journal
Publication Date: 2022
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Available Date: N/A
The Mediating-Moderating Model of Inquiry-Based Learning and Science Self-Efficacy: Evidence from PISA 2015
Liu, Yimeng; Wang, Jian
International Journal of Science Education, v44 n7 p1096-1119 2022
The relationship between inquiry-based learning and science self-efficacy was analysed using data from 57 countries and economics participating in the 2015 Programme for International Student Assessment (PISA). This analysis generated a mediating--moderating model, which involved the mediating role of science interest and the moderating role of teacher support. The results indicated that (1) inquiry-based learning had a significant positive correlation with science self-efficacy; (2) science interest partially mediated the relationship between inquiry-based learning and science self-efficacy, with an indirect effect accounting for 20.1% of the total effect; and (3) teacher support moderated the direct effect positively while moderating the indirect effect negatively. These details of the link between inquiry-based learning and science self-efficacy provided theoretical guidance and practical support to improve the application of inquiry-based learning in science education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A