Effects of students self confidence on their learning approaches and their academic achievement in secondary school science

Abstract

This review investigated the effect of students' individualised beliefs among secondary school science students on learning approaches in secondary school science education using electronic data base. To retrieve the most recent research, articles published from January 2016 to January 2021 were included as it includes studies using the most recent datasets. It was found out that self afficancy and self concept are the major psychological predictors of student individual beliefs about their ability to successfully achieve in science. Further more, certain components of intrinsic motivation such as effort and self-efficacy were significantly linked with learning styles, yet worry was not which shows that students employ different kinds of intrinsic and extrinsic motivations which may affect learning to different degrees and there is a relationship between approach to learning and the learning outcome – those who adopt deep learning achieve higher knowledge and higher grades than shallow learners. However it's noted that a strategic deep approach has been strongly associated with high academic success.