期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：6
页码：2353-2366
DOI：10.29333/ejmste/89579
出版社：Pamukkale Univ Dept Sci Education
摘要：In the 21st century, we observe an increasingly aware of a series of global, technological
and scientific advancement that create a need of good performance in science
education at all levels of schooling. These challenges, among them rapid science and
technological changes, a rise of information technology use, and continuing movement
towards a knowledge-based society all highlight the need for deep education in
science including biology, chemistry, environmental science, physics, and sustainability.
In fact, the impact of teacher characteristics of self-efficacy level is important for science
education and students’ learning outcomes in science. In an effort to highlight this, this
study investigated the impacts of teacher efficacy and motivation on students’
academic achievement in science education in secondary and high schools located in
Iran and Russia using motivation for academic performance scale (α = 0.89) and teacher
self-efficacy scale (α = 0.91) as measuring instruments and achievement test in science
education. Two hypotheses were tested using the statistical programme. For evaluating
the demographical differences of the students in terms of their academic achievement,
comparative analyses were performed using t-test. Results showed that gender
difference was not significant but nationality difference was significant in terms of
students’ academic achievement in science education. Also other findings reported
significant impact of teacher self-efficacy and motivation on academic achievement in
science education. Implications, suggestions and recommendations for students,
teachers, school administrators, parents, government, education counselors, etc. were
discussed and presented.
