Self-Efficacy, Chemistry Anxiety, and Perceived Learning Outcomes among BSEd Science Majors in One Catholic College: A Control-Value Theory Perspective
DOI:
https://doi.org/10.55927/fjst.v5i10.9Keywords:
Chemistry Self-Efficacy, Chemistry Anxiety, Perceived Learning Outcomes, Bsed Science, Control-Value Theory, Mediation.Abstract
This cross-sectional study examined chemistry self-efficacy, chemistry anxiety, and perceived learning outcomes among 122 first- to third-year BSEd Science majors recruited through self-selection sampling. Analyses were conducted in jamovi. Self-efficacy had a weak, no significant correlation with anxiety, r(120) = .178, p = .050018. Anxiety had a weak positive correlation with perceived cognitive outcomes, r = .202, p = .026, but was not a significant unique predictor after self-efficacy was included. The regression models explained 36.6% of the variance in cognitive outcomes, 14.8% in affective outcomes, and 40.9% in psychomotor outcomes. Self-efficacy was a significant positive statistical predictor in all three models (β = .580, .384, and .625, respectively; all p < .001). The bootstrapped indirect effects through anxiety were not statistically significant for cognitive (B = .0164, 95% CI [−.0102, .0645]), affective (B = .00059, 95% CI [−.0358, .0399]), or psychomotor outcomes (B = .0103, 95% CI [−.0152, .0529]). The cross-sectional, self-reported data do not establish causation
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