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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 11│2017 doi: 10.5281/zenodo.1050292 EFFECT OF SELF-EFFICACY ON STUDENTS’ ACHIEVEMENT IN SCIENCE: A CASE OF SECONDARY SCHOOL STUDENTS IN PAKISTAN Sarfraz Aslam1i, Muhammad Shabbir Ali2 Faculty of Education, Northeast Normal University, 1 5268 Renmin Street, Changchun City, Post Code: 130024, Jilin Province, China Dr., Assistant Professor (Education), 2 University of Education, Campus Faisalabad City, Post Code: 38000, Punjab Province, Pakistan Abstract: The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy. Keywords: self-efficacy, achievement, SEQ-C, science Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 220 Sarfraz Aslam, Muhammad Shabbir Ali EFFECT OF SELF-EFFIC“CY ON STUDENTS’ ACHIEVEMENT IN SCIENCE: A CASE OF SECONDARY SCHOOL STUDENTS IN PAKISTAN 1. Introduction Science is an acquaintance apparent by the man through his ambiance. Man acquires the information of atmosphere through his sense of touch, hearing, sight and taste. He urbanized his views and approach by that knowledge of surroundings. This knowledge has developed his ways of thinking, doing and acting. He became more civilized and developed by performing in a certain conduct. So role of science for modern era is an essential component of human growth. So, science has become the fundamental part of our syllabus at diverse levels. Science is very important part of learning at secondary school stage. Various structured activities and scientific methods provided to students during their schooling in their curriculum. These actions planned in such a way as to give them some appreciation of scientific concept and they will behave in a certain manner. Good (1973) expressed that science learning is a field of specialized learning to which amenities, syllabus, and educator learning are related. In (1994) Simpson, Koballa, Oliver and Crawely discussed the relationship among apprentice, science and people. They acknowledged that science learning brings up the all three domains i.e. cognitive, psychomotor and affective by bringing together learns science and society. The cognitive domain deals with the attainment of essentials and notions as well as the maturity of quandary resolving abilities. The psychomotor realm concerns with the maturity of physical abilities and affective realm deals with morals, ideas, benefits and enthusiasm. Various researches on the interaction between male and female students’ achievement in science have conducted by different researchers. According to Bong & Shaalvik (2003) and Pajares (1996), that students’ attitude and achievement in scientific discipline usually are favorably and also substantially related. Walberg’s theory on educative productiveness identifies seven elements that will promote your variance throughout students’ cognitive and also affective results. For example, students’ potential, maturation, the caliber of training in addition to quantity of training, their emotional atmosphere in their house, their fellow party beyond the school room along with the time period associated with video/television mass media (Rana, 2002). Many factors effect students’ achievement in science, self-efficacy is one of important factor (Bandura 1997). Self-efficacy indicates someone’s’ belief about his competency to manage and achieve the concrete plan needed to make specified achievements. Strong self-efficacy believers don’t keep away from the complicated errands. They acknowledge tricky errands as confronts and try hard to master them. European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 221 Sarfraz Aslam, Muhammad Shabbir Ali EFFECT OF SELF-EFFIC“CY ON STUDENTS’ ACHIEVEMENT IN SCIENCE: A CASE OF SECONDARY SCHOOL STUDENTS IN PAKISTAN In the case of failure, they consistently try hard to overcome failure, because they believe that their failure brought a new bolstering, in second attempt they put all energy and information to attain the job. They believe that they can overcome the threatening situations by their efforts. ”andura’s 977 Self-efficacy is one of the individual factors and is cleared as the conviction that one can successfully execute the behavior required to produce the outcomes p. 79 . According to (Bandura, 1997, 1986; Multon, Brown and Lent, 1991) Self-efficacy plays a vital role in persons’ performances, it influences memory indirectly. Self- efficacy was found a basic factor to determine individual choices, the exerted efforts, and the persistence of effort in case of difficulties, the thought patterns and emotional responses. Self-efficacy beliefs are strongly related to major motivation patterns like self-regulation (Zimmerman, 2000, Zimmerman & Bandura, 1994). Most of students have belief that if they have good self-efficacy then their ability to succeed in science tasks, courses will be higher. (Britner & Pajares, 2001; Zeldin & Pajares, 2000). High school students mostly depend on their self-efficacy in science to achieve the targets inside and outside classroom (Kupermintz, Lau & Roeser (2002). Smist, Archambiautt and Owen (1997) described that aptitude, attitudes and attributions are the factors that determine science self-efficacy. General self-efficacy is determined by the four factors; inactive mastery experience, vicarious experience, verbal persuasion and psychological and emotional states . Children’s self-efficacy beliefs become more accurate and persistence along with time and it is difficult to alter them (Bandura 1997). Effect of Confidence on the students’ self-efficacy in science is vital (Andre, Whigham, Henbrickson & Chambers, 1999; Britner & Pajares 2001; Kupermintz, 2002; Lau & Roeser, 2002).According to Ryckman & Peckman (1987), among students from elementary schools gender is a major factor for the success and the failure. Females mostly attained their successes by effort, while males gained successes by ability. Hill (1990) found that middle and high school girls lack interest in science carriers and in science related activities outside of school. In 1986 and 1997, Bandura described four factors to determine self-efficacy; enactive mastery experience, vicarious experience, verbal persuasion and psychological and emotional states . Pintrich (1999) described that self-efficacy beliefs add a considerable part in accomplishment persuade transmit with self-regulated learning processes and intercede academic achievement. Learners brought up a sagacity of self-efficacy for doing well as they work on tasks and made more skillful (Schunk, 1991). For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1187 European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 222