Motivational pathways from autonomy-supportive learning climates to science-learning self-efficacy among Cambodian high school students
DOI:
https://doi.org/10.69496/cjess.v3i1.155Keywords:
Autonomy, Cambodia, Learning climate, Motivational factor, Science-learning self-efficacyAbstract
The purpose of this study was to examine the relationships among motivational factors, science self-efficacy, and autonomy-supportive climates in science education among Cambodian high school students. A correlational research design was employed to investigate the associations among these variables. The study involved 685 high school students, with the sample size determined using a rule-of-thumb approach for quantitative research. The findings revealed that autonomy-supportive climates significantly predicted both motivational factors and science self-efficacy in science education. Specifically, the self-decision provision predicted self-efficacy in conceptual understanding, whereas the acceptance provision significantly predicted self-efficacy in practical work. Furthermore, among the motivational factors, attainment value emerged as a strong predictor of science achievement, mediated by its association with science self-efficacy. Based on these findings, the study suggests that science teachers should create supportive learning environments that encourage students’ autonomy, acceptance, and participation in science-related tasks in order to strengthen their self-efficacy, curiosity, perceived value, and sense of belonging in science education. In addition, educational stakeholders should promote inquiry-based and project-centered learning approaches within the curriculum. Future research should further explore these relationships across different educational contexts and learner populations.
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