Speaker
Dr
Sam Ramaila
(University of Johannesburg)
Level for award<br> (Hons, MSc, <br> PhD, N/A)?
N/A
Would you like to <br> submit a short paper <br> for the Conference <br> Proceedings (Yes / No)?
Yes
Please indicate whether<br>this abstract may be<br>published online<br>(Yes / No)
Yes
Abstract content <br> (Max 300 words)<br><a href="http://events.saip.org.za/getFile.py/access?resId=0&materialId=0&confId=34" target="_blank">Formatting &<br>Special chars</a>
This study examined university science students’ self-efficacy in relation to physics learning as learning is a dynamic process underpinned by a myriad of pedagogic factors. Students’ self-efficacy beliefs were established through the administration of the Survey of Self-Efficacy in Science Courses – Physics (SOSESC-P) questionnaire. Questionnaire items are categorized according to the four dimensions in the form of Mastery Experiences, Vicarious Learning, Social Persuasion and Physiological State. Students’ self-efficacy beliefs appeared to be characterized by varied and fragmented views in terms of the four dimensions specified. Implications for effective learning are discussed.
Apply to be<br> considered for a student <br> award (Yes / No)?
No
Main supervisor (name and email)<br>and his / her institution
N/A
Primary author
Dr
Sam Ramaila
(University of Johannesburg)
Co-author
Prof.
Umesh Ramnarain
(University of Johannesburg)
