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Rahmat Perdana
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Schrödinger: Journal of Physics Education
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27163229     EISSN : 27161587     DOI : https://doi.org/10.37251/sjpe
Core Subject : Education, Social,
Social Sciences Other
Covers all the Schrödinger: Journal of Physics Education (SJPE) at the level of primary, secondary, senior, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers and state-of-the-art reviews are invited for publication in all areas of Schrödinger: Journal of Physics Education (SJPE). Topics of Interest include, but are not limited to the following: Physics Education Literacy Ethophysics-Based Learning Collaborative & Interactive In Physics Learning Learning Analysis for Physics Education Physics Education Management Systems STEM (Science, Technology, Engineering, Mathematics) in Physics Education Virtual-Based Learning In The Laboratory E-Learning And Multimedia For Physics Education Physics Teacher Evaluation Curriculum, Research, and Development for Physics Education Web-Based Tools For Physics Education Learning/Teaching Methodologies and Assessment in Physics Education Global Issues in Physics Education Games and Simulations in Physics Education Mobile/Ubiquitous Computing In Physics Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol. 7 No. 2 (2026): April" : 1 Documents clear
How Epistemic Beliefs Shape Physics Self-Efficacy among Pre-service Science Teachers: The Mediating Role of Self-Regulative Behavior Fulminar, Louie Paul
Schrödinger: Journal of Physics Education Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v7i2.2735

Abstract

Purpose of the study: This study aimed to investigate whether self-regulative behavior mediates the relationship between epistemic beliefs and physics self-efficacy among pre-service science teachers. Methodology: This study employed a correlational research design wherein a survey was conducted with 261 randomly selected Bachelor of Secondary Education major in Science students in a Philippine higher education institution. Analysis was conducted using Hayes’ PROCESS macro version 4.2 in SPSS, applying bootstrapping procedures to test indirect effects. Main Findings: Results revealed that self-regulative behavior partially mediates the relationship between epistemic beliefs and physics self-efficacy. The direct effect of epistemic beliefs on physics self-efficacy decreased but remained significant (B = 0.177, Boot SE = 0.079, 95% Boot CI [0.027, 0.335]), representing 48% of the total effect. The indirect effect through self-regulative behavior was also significant (B = 0.191, Boot SE = 0.040, 95% Boot CI [0.117, 0.273]), accounting for 52% of the total effect. Novelty/Originality of this study: This study highlights self-regulative behavior as a mediator in physics self-efficacy, offering new insight into how epistemic beliefs translate into confidence. It informs teacher education by emphasizing the integration of epistemological sophistication and regulation strategies to enhance pre-service teachers’ learning and teaching preparedness.

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