@article{ART003364636},
author={Kim, Hyunguk and Kwon, Yooji},
title={The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2026},
volume={11},
number={2},
pages={1-20},
doi={10.23041/jsst.2026.11.2.001}
TY - JOUR
AU - Kim, Hyunguk
AU - Kwon, Yooji
TI - The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students
JO - Journal of Studies on Schools and Teaching
PY - 2026
VL - 11
IS - 2
PB - Education Research Institute at CNUE
SP - 1
EP - 20
SN - 2508-156X
AB - This study aimed to examine the effect of elementary students’ perceived value of science learning on their engagement in science learning and to investigate the moderating role of science self-efficacy in this relationship. A total of 198 fifth- and sixth-grade students participated in the study. Data were collected using self-report questionnaires measuring perceived value of science learning, science self-efficacy, and science learning engagement. The data were analyzed using descriptive statistics, correlation analysis, hierarchical regression analysis, and moderation analysis with PROCESS macro Model 1. The results revealed that, first, perceived value of science learning significantly and positively predicted science learning engagement. Second, science self-efficacy was also found to be a significant predictor of engagement. Third, science self-efficacy significantly moderated the relationship between perceived value and engagement, such that the effect of perceived value on engagement was stronger for students with higher levels of science self-efficacy. These findings suggest that elementary students’ engagement in science learning is shaped by the interaction between their perception of the value of science learning and their beliefs about their capability to succeed in science tasks. The study highlights the importance of integrating both value-related and efficacy-related factors in designing science instruction to promote student engagement. Implications for elementary science education and instructional practices are discussed.
KW - Perceived Value of Science Learning;Science Self-Efficacy;Learning Engagement;Moderation Effect;Elementary Science Education
DO - 10.23041/jsst.2026.11.2.001
ER -
Kim, Hyunguk and Kwon, Yooji. (2026). The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students. Journal of Studies on Schools and Teaching, 11(2), 1-20.
Kim, Hyunguk and Kwon, Yooji. 2026, "The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students", Journal of Studies on Schools and Teaching, vol.11, no.2 pp.1-20. Available from: doi:10.23041/jsst.2026.11.2.001
Kim, Hyunguk, Kwon, Yooji "The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students" Journal of Studies on Schools and Teaching 11.2 pp.1-20 (2026) : 1.
Kim, Hyunguk, Kwon, Yooji. The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students. 2026; 11(2), 1-20. Available from: doi:10.23041/jsst.2026.11.2.001
Kim, Hyunguk and Kwon, Yooji. "The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 1-20.doi: 10.23041/jsst.2026.11.2.001
Kim, Hyunguk; Kwon, Yooji. The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students. Journal of Studies on Schools and Teaching, 11(2), 1-20. doi: 10.23041/jsst.2026.11.2.001
Kim, Hyunguk; Kwon, Yooji. The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students. Journal of Studies on Schools and Teaching. 2026; 11(2) 1-20. doi: 10.23041/jsst.2026.11.2.001
Kim, Hyunguk, Kwon, Yooji. The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students. 2026; 11(2), 1-20. Available from: doi:10.23041/jsst.2026.11.2.001
Kim, Hyunguk and Kwon, Yooji. "The Moderating Effect of Science Self-Efficacy on the Relationship Between Science Learning Value Perception and Science Learning Engagement Among Elementary School Students" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 1-20.doi: 10.23041/jsst.2026.11.2.001
