Self-Efficacy Studies in National Science and Mathematics Education Conferences: A Content Analysis

The purpose of this study is to identify and classify the studies investigating the concept of self-efficacy in National Science and Mathematics Education Conferences (NSMEC) that have been held since 2000. Self-efficacy is placed in social cognitive theory and defined as the beliefs people have about their skills to organize and execute the courses of action required to attain given goals. Self-efficacy is related to both ordinary people’s competence judgements in daily activities and students’ achievements in academic settings. Moreover, self-efficacy perceptions are not limited to students in academic settings. Both in service and pre-service teachers are also included in self-efficacy research. The sample of this study consists of the abstracts of 163 poster and oral presentations in the abstracts book of National Science and Mathematics Education Conferences. The method of the study is qualitative and the research design is content analysis. The abstracts are analyzed based on the pre-defined criteria of sample, research method and design, data analysis, and field of self-efficacy. The data were analyzed using descriptive statistics (frequency tables and percentages). Findings revealed that number of self-efficacy studies increased recently. Preservice teachers in general were the most preferred sample and preservice science teachers were the leading group. Quantitative research was found as the most frequently used research methodology. Self-efficacy in science learning and science teaching was the most frequently studied field in self-efficacy research