Factors contributing to science self-efficacy in an early college high school setting
Science self-efficacy is critical to the achievement and participation of students in science. The purpose of this study was to explore the factors (age, attitudes towards math, school climate, school rigorous expectations, and the number of advanced math and science courses taken) contributing to science self-efficacy in an Early College High School setting. The sample consisted of 113 students from three Early College High Schools in North Texas. The tools used were the Science Self Efficacy Questionnaire (SSEQ), Attitudes Towards Math Inventory (ATMI), Panorama Student Survey Scales About the School—School Climate and Rigorous Expectation subscales, and a demographic questionnaire. Correlation analyses revealed a significant positive correlation between Science Self-Efficacy total scores and School Climate total scores. Moreover, higher ATMI total scores and School Climate total scores significantly predicted higher Science-Self Efficacy total scores.