For instance, among science students who transitioned from high school to college, 30% declined and 20% increased in self-efficacy for science
(Larose, Ratelle, Guay, Senecal, & Harvey, 2006).
An ANOVA with repeated measures was run to see if there were changes in scores from pre to post in students' science achievement, self-efficacy for science, and attitude toward science (for research question 1).
Correlation analysis between attitude toward science and self-efficacy for science showed that the two factors were positively related: r = .
Likewise, personal self-efficacy for science
preservice teachers was correlated with a humanistic view of classroom management and perceived teaching effectiveness (Enochs, Scharmann, & Riggs, 1995).
Among these former high school program participants, now all over the age of 18, we hypothesized that (a) self-efficacy for science academic tasks would be associated with their choice to follow up earlier interests and actually pursue an undergraduate major in science or engineering and (b) the level of self-efficacy for science-related educational requirements would be significantly positively correlated with emotional responsive parental bonds and negatively correlated with recalled bonds of intrusive control and the strongly conditional kind of parenting known as "love withdrawal.
Although bonds with mothers were not significantly associated with self-efficacy, memories of fathers who were high in intrusive control and who used threats to withdraw affection as a frequent means of discipline were significantly negatively associated with self-efficacy for science career educational requirements.
In a study of self-efficacy as a predictor of academic performance in science, a cohort of first-year students enrolled in nursing program at the University of Wollongong in Australia responded to an instrument called the Self-Efficacy for Science