Abstract
The purpose of this study was to analyze effects of science self-efficacy and science self-concept on scientific attitude of elementary school students. To accomplish this purpose, three research questions were set as follows; First, how does science self-efficacy have effect on scientific attitude? Second, does science self-concept have effect on scientific attitude? Third, which of science self-efficacy or science self-concept has larger effect on scientific attitude? To solve this research questions, 606 elementary school students of 5th and 6th grades were sampled in B metropolitan city. The results were as follows; First, science self-efficacy had effect on scientific attitude in order of self-regulatory efficacy, task difficulty preference, and self-confidence. Second, science self-concept had effect on scientific attitude in order of competence and incompetence. Third, the effect of self-efficacy on scientific attitude was larger than that of self-concept. In light of these findings, it was suggested that it is necessary to find effective ways to enhance student’s science self-concept.
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