scholarly journals Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree

2021 ◽  
Vol 12 ◽  
Author(s):  
Amal Alhadabi
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Science Achievement ◽  
Large Scale ◽  
Science Identity ◽  
Model Parameters ◽  
School Students ◽  
Science Interest

The current study explored the associations between non–cognitive science-related variables, i.e., science interest, utility, self-efficacy, science identity, and science achievement in a serial mediation model. The study also further explored the potential heterogeneity in the model parameters using one of the data-mining techniques, which is the structural equation model (SEM) Tree. Data on 14,815 high school students were obtained from a large-scale database High School Longitudinal Study of 2009 (HSLS:09). The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity. The strength of direct effects considerably varied across students, resulting in classifying them into four subgroups. For instance, among females with a low SES subgroup, developing substantial science interest would result in better science self-efficacy and science identity that flourish science achievement. These valuable findings provide fruitful tailored recommendations, elevating the science achievement in the subgroups (146 words).

Factors Influencing High School Students’ Career Aspirations

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100 ◽  
Author(s):  
Mei Tang ◽  
Wei Pan ◽  
Mark D. Newmeyer
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Aspirations ◽  
Outcome Expectations ◽  
Equation Modeling ◽  
School Students ◽  
Factors Influencing

This article explores the factors influencing high school students’ career aspirations with a study analyzing 141 high school students. The Social Cognitive Career Development Model was utilized to examine the interactive relationships among learning experiences, career self-efficacy, outcome expectations, career interests, and career choices. The results of a structural equation modeling analysis supported the mediating role of career self-efficacy in the career decision-making process, but the specific paths among the predicting variables to career aspirations were found to be different for female and male high school students. Implications for school counselors to provide more effective career intervention programs are discussed.

scholarly journals MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION

2016 ◽  
Vol 71 (1) ◽  
pp. 62-72
Author(s):  
Şenol Şen
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Structural Equation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Effort Regulation ◽  
Metacognitive Learning

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

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