@article {1274,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {269-281},
	abstract = {This study examined students{\textquoteright} perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students{\textquoteright} mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students{\textquoteright} perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students{\textquoteright} highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students{\textquoteright} perceptions on science learning environment predicted students{\textquoteright} metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students{\textquoteright} self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students{\textquoteright} metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. },
	keywords = {constructivist pedagogy, science learning environment, secondary students, self-efficacy, students{\textquoteright} metacognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.269},
	url = {https://oaji.net/articles/2023/987-1681286935.pdf},
	author = {Sun Young Kim and Alghamdi, A. K. H.}
}
