Assessing student’s motivation and self-efficiency in science

A. Student Motivation

Building student motivation to learn and participate in the classroom can lead to increased
productivity. Teachers can gain and maintain student motivation through four elements

A - Attention, teacher can use humor, inquiry-based learning, presenting information in a variety
of ways and using visual and auditory to get attention for student

R - Relevance, building on prior skills, and giving choices in class assignments

C - Confidence, providing a small task, achievable tasks, helping students believe in their
abilities to succeed, giving positive feedback, and letting them take ownership of their success

S - Satisfaction, where learning should be rewarding and students should earn the grades they
receive without being patronized. Learners should also be able to apply their knowledge.
 B. self-efficiency in science
Self Efficacy in science refers to a person’s belief and confidence in their ability to succeed in a
specific task or experience. The impact of self-efficacy determines which activities student to
choose to engage in or avoid and how much effort they put in task, such as resilience and
persistence. Students with high self efficacy enjoy the challenges and tolerate failure much better
than those with low self efficacy. Self efficacy is based on past successes and experiences, and its
important to recognize that self efficacy is not fixed but can vary depending on the context.
Teachers can help students increases their self efficacy by expressing belief in their ability to
succeed, ensuring activities provide the right level of challenge, creating an environment where
failure is embraced, offering opportunities for peer modeling and teacher support, and giving
feedback focused on learning and progress.
reference

Reference :
Hsieh, T. L. (2019). Gender differences in high-school learning experiences, motivation,
self-efficacy, and career aspirations among Taiwanese STEM college students. Educational
Research and Evaluation, 25(5-6), 1870-1884. https://doi.org/10.1080/09500693.2019.1645963.