Abstract
The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.
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