Abstract
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.Significance:
 
 The study contributes to understanding the determinants of science performance at school.
 The findings highlight the importance of non-cognitive dimensions in science achievement at school.
 The findings have policy implications for education programmes and teachers in relation to interventions which incorporate non-cognitive dimensions.
 
 Data set available at: http://curation.hsrc.ac.za/doi-10.14749-1499247520
Highlights
Science is considered an important area of education in any country, as it contributes to increased science and technology knowledge and increased scientific development in higher education and other related fields, while scientific knowledge has an economic utility and cultural significance
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 focus on noncognitive aspects in order to improve science achievement
The aim of our study was to determine the degree to which self-efficacy beliefs are associated with science achievement of a sample of Grade 9 students in South Africa
Summary
Science is considered an important area of education in any country, as it contributes to increased science and technology knowledge and increased scientific development in higher education and other related fields, while scientific knowledge has an economic utility and cultural significance. It is concerning that there has been a global decrease in the number of students choosing to pursue science. This shift is apparent in the final years of secondary education.[1,2,3] South Africa is no exception to this trend. There has been an increased focus on the need to develop positive attitudes towards science, learning science and scientists.[1,3,7]
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