Mediating Effect of Self-Efficacy on the Relationship Between Classroom Environment and Motivation in Learning Science

AUTHOR(S)

ANGEL N. ADOLFO

ABSTRACT

——Low science motivation is disconcerting. The mediating effect of self-efficacy on the correlation between classroom environments and motivation in learning science among grade 11 senior high school students was determined. Using predictive research design, surveying 287 samples selected via stratified random sampling, and analyzing the data applying mediation analysis, the result showed that self-efficacy does not significantly mediate the relationship between classroom environment and motivation in learning science, although the significant direct effect of classroom environment partially supports Social Cognitive Theory. It is recommended that school leaders strengthen classroom and laboratory environments through targeted programs and resource support, while future studies explore other possible mediating variables affecting motivation in learning science. Keywords: Mediating effect, self-efficacy, classroom environment, motivation in learning science