Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs

Chi, Shaohui; Wang, Zuhao; Liu, Xiufeng

doi:10.1080/09500693.2021.1968532

Cited by 14 publications

(8 citation statements)

References 151 publications

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“…Significant association between disciplinary climate and epistemological beliefs (H4) was found from the study as also corroborated by Chi et al (2021) and Grabau et al (2021). No significant relationship was found between disciplinary climate and self-efficacy (H5) as opposed to Ceylan (2020) and Grabau et al (2021) and between disciplinary climate and anxiety (H6) as contradictory to Govorova et al (2020) and Radišić et al, (2018).…”

mentioning

confidence: 49%

“…This contradicts Maison and Syamsurizal (2019) and Sengul et al (2020) who argue that students when supported by their teachers in achieve deeper conceptual learning. Teacher support and self-efficacy (H11) was found to be significantly linked as also confirmed by Chong et al (2018) andLiu et al (2021). The study could not reveal link between teacher support and anxiety (H12), which is opposed by Jin and Dewaele (2018) and Lazarides and Buchholz (2019) who argue that teachers support reduces anxiety levels of students.…”

Section: Discussionmentioning

confidence: 71%

“…The learning environment's disciplinary climate is crucial because disruptive behavior in the classroom, which can be controlled by regulations, can cause pupils to miss out on learning opportunities. Disciplinary climate was found to be positively linked with epistemological beliefs since students could focus on their learning and were not disturbed by nuisances in their environment (Chi et al, 2021;Grabau et al, 2021). Another significant impact of disciplinary climate was found to be on the self-efficacy since students were more engaged and interested in their learning resulting in enhanced self-efficacy (Ceylan, 2020;Grabau et al, 2021).…”

Section: Disciplinary Climatementioning

confidence: 95%

“…Teacher support was revealed to be positively linked with epistemological beliefs since students were supported by their teachers in achieving deeper understanding and greater insights of knowledge (Maison & Syamsurizal, 2019;Sengul et al, 2020). Self-efficacy was found to be improved through teacher support as teachers are considered as a guiding force, which directs the students towards achieving their goals (Chong et al, 2018;Liu et al, 2021). A key role of teachers is to guide students in managing their anxiety.…”

Section: Teacher Supportmentioning

confidence: 99%

See 3 more Smart Citations

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

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To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning environments had a statistically significant association with anxiety. There was no association found between anxiety and any other teacher factors. The findings also show a positive and statistically significant relationship between students’ epistemological beliefs and self-efficacy, and a negative significant relationship between self-efficacy and anxiety. The research thus confirmed previous research by establishing a significant association between the nature of the learning environment and students’ cognitive outcomes.

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mentioning

confidence: 49%

Section: Discussionmentioning

confidence: 71%

Section: Disciplinary Climatementioning

confidence: 95%

Section: Teacher Supportmentioning

confidence: 99%

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The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…Students with high intrinsic motivation consider learning science to be interesting and enjoyable (Ryan & Deci, 2000), which makes them willing to participate more in scientific activities. Positive intrinsic attitudes are essential for students to develop a deep understanding of science (Chi et al, 2021). Consequently, it is expected that those factors would benefit students' science achievement (Chai et al, 2021).…”

Section: Sem Analyses Of the Relationships Between Scientific Inquiry...mentioning

confidence: 99%

Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science

Wan¹,

Zhan²,

Ya-nan

2023

Science Education

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Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science education. To unpack the complex influence of inquiry on science achievement, this study used the PISA 2015 data from eight Western or East Asian regions to explore the effects of inquiry on students' science achievement and the mediation of attitudes toward science. The results indicated that despite the negative effects that the investigation aspect of inquiry had on science achievement, the explanation aspect of inquiry had positive effects on science achievement for the Western, East Asian, and whole samples. When all of the effects of both the investigation and explanation aspects were integrated, the overall influence of inquiry on students' science achievement was found to be positive for the whole and East Asian samples and slightly negative for the Western sample. This study highlights the necessity of considering different facets of inquiry and different types of effects when investigating the effects of inquiry on science achievement and achieving a better balance between the investigation and explanation processes when implementing inquiry in school classrooms.

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The Relationship Between Students’ Awareness of Environmental Issues and Attitudes Toward Science and Epistemological Beliefs—Moderating Effect of Informal Science Activities

Xie,

Zheng,

Yang

2023

Res Sci Educ

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Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs

Cited by 14 publications

References 151 publications

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science

The Relationship Between Students’ Awareness of Environmental Issues and Attitudes Toward Science and Epistemological Beliefs—Moderating Effect of Informal Science Activities

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