Socioeconomic status and students' science self‐efficacy

The present study ascertains the relationship between socioeconomic status (SES) and students' science self-efficacy using data involving 509,182 15-year-old students 17,678 school principals in 69 countries/regions who participated Programme for International Student Assessment (PISA) 2015. Hierarchical linear modelling results show that, after controlling teachers' instructional practices (science class disciplinary climate, inquiry-based instruction, support, direct provision of feedback, adaptation), resources various student variables (gender, grade levels, type programme), SES was related to majority (62–68 countries/regions, depending on indicators used). Specifically, a larger number when it measured home cultural resources, educational or composite indicator (economic, social status) than parental education levels occupational status. In contrast, unrelated examined (except instruction) most countries/regions. These expand our understanding self-efficacy, as learning motivation, from being largely psychological attribute one that is also influenced by origins such family SES. They imply may have influence achievement we assumed if include indirect via self-efficacy.