THE ROLE OF SELF-EFFICACY INFORMATION IN INFLUENCING SECONDARY SCHOOL STUDENTS' SCIENCE SELF-EFFICACY BELIEFS by

This article presents the findings of an investigation into how various sources of self-efficacy information influence secondary school students’ perceptions of self-efficacy in science. Fortytwo students of three different Form levels, namely Form 2, Form 4 Science and Lower 6 Science from an urban coeducational secondary school in Kuching, Sarawak, Malaysia, participated in this study. The students, who were of three different science self-efficacy (SSE) levels, were interviewed to obtain insights into how various sources of selfefficacy information influenced their self-efficacy beliefs. They were also asked to indicate which source of self-efficacy information had the greatest impact on their self-efficacy beliefs. Implications of the findings on teaching and learning approaches are discussed.