Research On Development And Application High School Students' Science Learning Self-efficacy Scale

Self-efficacy is one of the important factors that affect students ' academic achievement.Finding out students' science self-efficacy level is an important mean to predict and regulate their science academic achievements.Therefore,in this study,we discussed the creation and evaluation process of the science self-efficacy scale(SSES)for high school students through the Rasch model.In order to achieve that goal,we followed these six steps:(a)building the framework of theoretical level of science self-efficacy which is the four basic levels of understanding,interpreting and application,exploring and practice as well as innovative and design;(b)developing the test items;(c)selecting 494 students for the pilot test;(d)revising the items and improving theoretical level of the science self-efficacy based on the pilot test and Rasch analysis;(e)selecting other 525 students for the field test;(f)analysing the reliability and validity of this scale by using Rasch model.The final analysis showed that the SSES developed by this research can better fit the theoretical conception of this study,which demonstrated good reliability and validity,the IMNSQ value of the overall scale in the formal survey is 1.00,with the ZSTD is-0.1,and OMNSQ value of the overall scale in the formal survey is 0.99,the ZSTD is-0.1,both of which are closer to the ideal level,which shows there is good agreement between the test data and the theoretical model.Through the analysis of Wright map,which shows that the scale can basically cover all the students who have self-efficacy in science learning,and the construction of each level is also consistent with the expected assumptions.Therefore,it also can be applied to practical test of the science self-efficacy of senior high school students scientifically and realistically.After that,we selected 1564 high school,high school,and senior high school students in six cities to conduct research on the SSES test tools developed in this institute,and conducted an in-depth analysis of gender,grade,cultural and academic orientation variables for science learning self-efficacy.The impact of the situation and the correlation between science learning self-efficacy and academic achievement.The results of the applied research show that the average logit score of high school students is 0.2973,which means that the general science learning self-efficacy of high school students is at level 2,that is,they think that they can better solve the application-oriented science learning task.However,there is a lack of confidence inmore complex inquiry practices and innovative design-based science learning tasks.The science learning self-efficacy has significant differences in the gender,grade,and orientation variables of high school students.The self-efficacy level of male students in science is significantly higher than that of girls of the same age;the students in science direction are also significant higher than that non-science.The level of science self-efficacy in grades shows “high in both ends and low in middle”as the students develop understanding and mastery of science learning tasks.Sophomores obviously enter the low performance phase of scientific learning and required teachers to guide and regulate effectively in this period.At the same time,the correlative analysis shows that there is a significant positive correlation between science learning self-efficacy and students' academic achievement.With the increase of science learning self-efficacy,students' academic achievement will also show a growing trend.This also points the way for the majority of first-line teachers to improve their academic achievement in science.Finally,this paper also provides relevant teaching suggestions to improve and enhance students' self-efficacy in scientific learning,so that this study become more applicable,systematic and complete.