The Investigate relationship science Academic Hardiness and Conceptions of Learning Science with the moderating role of Science Learning Self-Efficacy

The present research aimed at studying relationship between the Academic Hardiness in Science and Conceptions of Learning Science with the moderating role of Science Learning Self-Efficacy among second-year high school students in Khorramabad city. This study was a descriptive correlational research. The statistic population all the students, that 357 students were selected as the sample by applying simple random sampling method. To collect data, science Academic Hardiness Scale of Wong and Tsai (2016), Science Learning Self-Efficacy Questionnaire of Lin and Tsai (2013) and Conceptions of Learning Science Questionnaire of Lee, Johanson and Tsai (2008) were applied. The structural equation model was used to evaluate the relationships between variables. Furthermore, the results of correlation coefficient and structural equation model showed that the Science Learning Self-Efficacy in Science has direct influence on the Conceptions of Learning Science and Science Academic Hardiness has direct effect on the Conceptions of Learning Science and Science Learning Self-Efficacy. Moreover, Science Academic Hardiness on the Conceptions of Learning Science by the moderating role of Science Learning Self-Efficacy has been indirect influence. In the general, the finding of the present study support the role that motivational and cognitive factors play in the determining the conception of learning science, which has useful implications for learners process of science learning.