Comparison of decision making skills and self-efficacy perception levels in adolescents in terms of gender and grade variables

Creative Commons License

Sarışan Tungaç A., Yaman S., Bal-Incebacak B.

Participatory Educational Research, vol.7, no.2, pp.151-163, 2020 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 7 Issue: 2
  • Publication Date: 2020
  • Doi Number: 10.17275/per.
  • Journal Name: Participatory Educational Research
  • Journal Indexes: Scopus
  • Page Numbers: pp.151-163
  • Keywords: Decision making, Science education, Secondary school, Self-efficacy belief
  • Ondokuz Mayıs University Affiliated: Yes


In this study it is aimed to reveal the relationship between secondary school students' decision-making skills in adolescence and their selfefficacy perceptions regarding science learning. The sample of the study consists of a total of 564 students from six public schools located in four city centers in the Central Black Sea Region. 251 of these students are female and 313 are male. The research was carried out with the descriptive survey model. As the data collection tools, SelfEfficacy Perception scale regarding Science Learning (SEPRSL) and the Adolescent Decision Making Scale (ADMS) are resorted to. The analysis of the data is carried out with a statistical package program. When the self-efficacy scores are examined depending on gender, it is found that the self-efficacy belief levels of female students are higher than male students, yet not significantly. Also, students have decisionmaking skills below the average level. When the results of the study are evaluated in general, it is determined that there is a relationship between self-efficacy perception for science learning and adolescent decision-making skills, and when evaluated in terms of gender, there is generally a difference in favor of female students. Based on these results, it can be said that it will be useful to produce and implement projects that include activities in which students will use their decisionmaking skills in order to increase their self-efficacy perceptions of science learning.