Schrödinger: Journal of Physics Education
Schrödinger: Journal of Physics Education

Advancing Physics and Physics Education Through Research and Innovation

SINTA

2.396

Impact

Gscholar

11

H-Index

Schrödinger: Journal of Physics Education

Advancing Physics and Physics Education Through Research and Innovation

How Epistemic Beliefs Shape Physics Self-Efficacy among Pre-service Science Teachers: The Mediating Role of Self-Regulative Behavior

Louie Paul Fulminar
Far Eastern University ROR
Far Eastern University ROR
Philippines
louiepaulf@gmail.com
Share

  • 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.

  • How to cite

    [1]
    L. P. Fulminar, “How Epistemic Beliefs Shape Physics Self-Efficacy among Pre-service Science Teachers: The Mediating Role of Self-Regulative Behavior”, Sch. Jo. Phs. Ed, vol. 7, no. 2, pp. 49–55, Apr. 2026, doi: 10.37251/sjpe.v7i2.2735.

    More Citation Formats

  • 106
    Abstract views
    94
    Downloads

    Metrics — Badges

    1. H. Fencl and K. Scheel, “Engaging students: An examination of the effects of teaching strategies on self-efficacy and course climate in a nonmajors physics course,” J. Coll. Sci. Teach., vol. 35, no. 1, pp. 20–24, 2005.
    2. V. Sawtelle, E. Brewe, and L. H. Kramer, “Exploring the relationship between self-efficacy and retention in introductory physics,” J. Res. Sci. Teach., vol. 49, no. 9, pp. 1096–1121, 2012, doi: 10.1002/tea.21050. DOI: https://doi.org/10.1002/tea.21050
    3. T. Ribeirinha and M. C. Correia, “Enhancing pre-service teachers’ science teaching efficacy beliefs and attitudes toward science using the flipped classroom model,” Front. Educ., vol. 10, Art. no. 1512320, 2025, doi: 10.3389/feduc.2025.1512320. DOI: https://doi.org/10.3389/feduc.2025.1512320
    4. C. C. Tsai, Y. F. Liang, and Y. J. Tsai, “Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students,” Learn. Instr., vol. 21, no. 6, pp. 757–769, Dec. 2011, doi: 10.1016/j.learninstruc.2011.05.002. DOI: https://doi.org/10.1016/j.learninstruc.2011.05.002
    5. B. K. Hofer and P. R. Pintrich, “The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning,” Rev. Educ. Res., vol. 67, no. 1, pp. 88–140, 1997, doi: 10.3102/00346543067001088. DOI: https://doi.org/10.3102/00346543067001088
    6. J. P. Holschuh and S. L. Nist, “Practical applications of the research on epistemological beliefs,” J. Coll. Read. Learn., vol. 35, no. 2, pp. 84–92, 2005, doi: 10.1080/10790195.2005.10850175. DOI: https://doi.org/10.1080/10790195.2005.10850175
    7. W. G. Perry, Jr., Forms of Intellectual and Ethical Development in the College Years. New York, NY, USA: Holt, Rinehart and Winston, 1970.
    8. C. S. Chai, P. Y. Lin, R. B. King, and M. S. Y. Jong, “Intrinsic motivation and sophisticated epistemic beliefs are promising pathways to science achievement,” Front. Psychol., vol. 12, Art. no. 581193, 2021, doi: 10.3389/fpsyg.2021.581193. DOI: https://doi.org/10.3389/fpsyg.2021.581193
    9. P. S. Tsai, C. C. Tsai, and G. J. Hwang, “The correlates of Taiwan teachers’ epistemological beliefs concerning Internet environments, online search strategies, and search outcomes,” Internet High. Educ., vol. 14, no. 1, pp. 54–63, 2011, doi: 10.1016/j.iheduc.2010.03.003. DOI: https://doi.org/10.1016/j.iheduc.2010.03.003
    10. A. E. Panergayo, “Self-efficacy, epistemological beliefs, and academic performance in physics: A mediation analysis,” Philipp. Soc. Sci. J., vol. 6, no. 2, pp. 46–52, 2023, doi: 10.52006/main.v6i2.749. DOI: https://doi.org/10.52006/main.v6i2.749
    11. L. Bigozzi, C. Tarchi, C. Fiorentini, P. Falsini, and F. Stefanelli, “The influence of teaching approach on students’ conceptual learning in physics,” Front. Psychol., vol. 9, Art. no. 2474, 2018, doi: 10.3389/fpsyg.2018.02474. DOI: https://doi.org/10.3389/fpsyg.2018.02474
    12. P. M. King and K. S. Kitchener, Developing Reflective Judgment. San Francisco, CA, USA: Jossey-Bass, 1994.
    13. C. Stathopoulou and S. Vosniadou, “Conceptual change in physics and physics-related epistemological beliefs,” in Reframing the Conceptual Change Approach in Learning and Instruction, vol. 30, no. 1, pp. 145–163, 2007.
    14. L. Mason, P. Boscolo, M. C. Tornatora, and L. Ronconi, “Besides knowledge: A cross-sectional study of the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science,” Instr. Sci., vol. 41, no. 1, pp. 49–79, 2013, doi: 10.1007/s11251-012-9210-0. DOI: https://doi.org/10.1007/s11251-012-9210-0
    15. R. M. Klassen and J. R. L. Klassen, “Self-efficacy beliefs of medical students: A critical review,” Perspect. Med. Educ., 2018, doi: 10.1007/s40037-018-0411-3. DOI: https://doi.org/10.1007/S40037-018-0411-3
    16. H. Lammassaari, L. Hietajärvi, K. Salmela-Aro, K. Hakkarainen, and K. Lonka, “Exploring the relations among teachers’ epistemic theories, work engagement, burnout and the contemporary challenges of the teacher profession,” Front. Psychol., vol. 13, Art. no. 861437, 2022, doi: 10.3389/fpsyg.2022.861437. DOI: https://doi.org/10.3389/fpsyg.2022.861437
    17. A. Bandura, Self-Efficacy: The Exercise of Control. New York, NY, USA: W. H. Freeman, 1997.
    18. P. R. Pintrich, “The role of goal orientation in self-regulated learning,” in Handbook of Self-Regulation, M. Boekaerts, P. R. Pintrich, and M. Zeidner, Eds. San Diego, CA, USA: Academic Press, 2000, pp. 451–502. DOI: https://doi.org/10.1016/B978-012109890-2/50043-3
    19. B. J. Zimmerman, “Attaining self-regulation: A social cognitive perspective,” in Handbook of Self-Regulation, M. Boekaerts, P. R. Pintrich, and M. Zeidner, Eds. San Diego, CA, USA: Academic Press, 2000, pp. 13–39.
    20. L. Barnard, W. Y. Lan, Y. M. To, V. O. Paton, and S. L. Lai, “Measuring self-regulation in online and blended learning environments,” Internet High. Educ., vol. 12, pp. 1–6, 2009, doi: 10.1016/j.iheduc.2008.10.005. DOI: https://doi.org/10.1016/j.iheduc.2008.10.005
    21. S. H. Kim, “The mediating effect of self-regulated learning on the relationships among emotional intelligence, collaboration, and clinical performance in Korean nursing students,” J. Nurs. Res., vol. 30, no. 3, 2022, doi: 10.1097/JNR.0000000000000494. DOI: https://doi.org/10.1097/jnr.0000000000000494
    22. L. M. Padilla-Walker, J. M. Harper, and A. C. Jensen, “Self-regulation as a mediator between sibling relationship quality and early adolescents’ positive and negative outcomes,” J. Fam. Psychol., vol. 24, no. 4, pp. 482–492, 2010, doi: 10.1037/a0020387. DOI: https://doi.org/10.1037/a0020387
    23. M. Komarraju and D. Nadler, “Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?” Learn. Individ. Differ., vol. 25, pp. 67–72, 2013, doi: 10.1016/j.lindif.2013.01.005. DOI: https://doi.org/10.1016/j.lindif.2013.01.005
    24. J. G. Martínez and A. R. Medina, “Approaches to learning, self-regulation and self-efficacy in the academic performance of university students,” Eur. J. Investig. Health Psychol. Educ., vol. 9, no. 2, 2019, doi: 10.30552/ejihpe.v9i2.323. DOI: https://doi.org/10.30552/ejihpe.v9i2.323
    25. K. R. Muis, “The role of epistemic beliefs in self-regulated learning,” Educ. Psychol., vol. 42, no. 3, pp. 173–190, 2007. DOI: https://doi.org/10.1080/00461520701416306
    26. P. R. Pintrich and E. V. De Groot, “Motivational and self-regulated learning components of classroom academic performance,” J. Educ. Psychol., vol. 82, no. 1, pp. 33–40, 1990. DOI: https://doi.org/10.1037/0022-0663.82.1.33
    27. P. Wood and C. Kardash, “Critical elements in the design and analysis of studies of epistemology,” in Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, B. K. Hofer and P. R. Pintrich, Eds. Mahwah, NJ, USA: Erlbaum, 2002, pp. 231–260.
    28. C. Lindstrøm and M. D. Sharma, “Teaching physics novices at university: A case for stronger scaffolding,” Phys. Rev. ST Phys. Educ. Res., vol. 7, no. 1, 2011, doi: 10.1103/PhysRevSTPER.7.010109. DOI: https://doi.org/10.1103/PhysRevSTPER.7.010109
    29. R. Artino, “Academic self-efficacy: From educational theory to instructional practice,” Perspect. Med. Educ., vol. 1, no. 2, pp. 76–85, 2012, doi: 10.1007/s40037-012-0012-5. DOI: https://doi.org/10.1007/S40037-012-0012-5
    30. J. Guo, X. Hu, H. W. Marsh, and R. Pekrun, “Relations of epistemic beliefs with motivation, achievement, and aspirations in science,” J. Educ. Psychol., vol. 114, no. 4, pp. 734–751, 2022, doi: 10.1037/edu0000660. DOI: https://doi.org/10.1037/edu0000660
    31. K. R. Muis, “Epistemic beliefs: Setting the standards for self-regulated learning,” Contemp. Educ. Psychol., vol. 34, no. 3, pp. 185–199, 2009, doi: 10.1016/j.cedpsych.2009.06.005. DOI: https://doi.org/10.1016/j.cedpsych.2009.06.005
    32. M. Schommer, “Effects of beliefs about the nature of knowledge on comprehension,” J. Educ. Psychol., vol. 82, no. 3, pp. 498–504, 1990. DOI: https://doi.org/10.1037/0022-0663.82.3.498