Self-efficacy and reading cross-disciplinary scientific texts: An eye-tracking study

• Main Authors: Wang, Yung-Tzu, 王用慈
• Other Authors: 邱國力
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/2ug36f

碩士 === 國立交通大學 === 教育研究所 === 107 === Many studies have shown that students with higher self-efficacy have better learning performance. However, given that most of the studies focused only on one single discipline, it remains unclear whether domain-specific self-efficacy associates with cross-disciplinary learning. The main purpose of this study was, therefore, to explore the relationships among domain-specific self-efficacy, visual behavior and reading comprehension in the context of reading cross-disciplinary scientific texts by using eye-tracking techniques. The participants in this study were 56 twelfth graders. Each participant was required to complete three domain-specific self-efficacy questionnaires in physics, chemistry, and biology, to read three scientific texts (one was single-disciplinary (biology) and the other two were cross-disciplinary (integrating biology with chemistry and physics)) and to complete three comprehension tests corresponding to each text. An eye-tracker, Tobii Pro X3-120, was used to record the participants’ visual behaviors while they were reading the three scientific texts. The results of Pearson correlation coefficients indicate that, while reading the three scientific texts, the distributions of the participants’ visual attention had significant correlations with their reading comprehension. In addition, the participants’ self-efficacy significantly associated with their visual behaviors while reading cross-disciplinary scientific texts. More specifically, the participants’ biology self-efficacy was significantly correlated with their visual behaviors when reading all of the three scientific texts. In contrast, the participants’ chemistry and physics self-efficacy were significantly correlated with their visual behaviors only when reading the two cross-disciplinary texts. Moreover, comparing to chemistry and physics self-efficacy, the participants’ biology self-efficacy revealed more correlation with their reading comprehension of the three scientific texts.