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<p>Any teaching method may have both strengths and weaknesses concerning student learning outcomes. The current study investigated the moderating roles of student dispositions in the relationship between instructional activity and science literacy performance based on data from the Program of International Student Assessment (PISA) 2015. Using samples from the US (<i>n</i> = 7,875) and China (<i>n</i> = 9,081), we found the moderating role of student science self-efficacy in relationships between instructional activity and student science literacy. The findings suggested that instructional activity showed a differential association with science literacy outcomes depending on the level of student science self-efficacy across the two countries. In addition, all student disposition variables appear to be significantly associated with science literacy performance. These results suggest that student dispositions should be considered an integral part of science learning processes.</p>

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Moderating effects of students’ dispositions on relationships between instructional activity and students’ science literacy using PISA 2015

  • 期刊论文

  • 发表日期：

    2025年1月8日

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  • Cody Ding,
  • Yan Zhang

摘要

Any teaching method may have both strengths and weaknesses concerning student learning outcomes. The current study investigated the moderating roles of student dispositions in the relationship between instructional activity and science literacy performance based on data from the Program of International Student Assessment (PISA) 2015. Using samples from the US (n = 7,875) and China (n = 9,081), we found the moderating role of student science self-efficacy in relationships between instructional activity and student science literacy. The findings suggested that instructional activity showed a differential association with science literacy outcomes depending on the level of student science self-efficacy across the two countries. In addition, all student disposition variables appear to be significantly associated with science literacy performance. These results suggest that student dispositions should be considered an integral part of science learning processes.