Examining the Role of Motivation, Attitude, and Self-Efficacy Beliefs in Shaping Secondary School Students’ Academic Achievement in Science Course

Abstract

The aim of this study is to examine the effect of motivation, attitude, and self-efficacy beliefs of secondary school students towards science course on their academic achievement. The relational survey model was used to conduct the study. A total of 635 students, 319 females, and 316 males participated in the study. “Motivation Scale for Learning Science”, “Self-Efficacy Scale for Science”, “Attitude Scale for Science Course” were used as data collection tools. In the study, independent t-test was used to make comparisons in terms of gender, and path analysis using structural equation modeling principles was conducted to determine the direction and level of the relationship between the variables. In the results of the research, significant differences were found in students’ attitudes, motivation, and self-efficacy in terms of the gender variable. It was concluded that students’ attitudes and motivation directly affect their academic achievement. There was a strong positive relationship between attitude and motivation, a low positive relationship between self-efficacy and attitude, and a moderate positive relationship between self-efficacy and motivation. In line with the results of this research, and considering the direct effects of academic achievement on students’ motivation in science course, it is recommended that necessary information and training activities be provided to teachers in order to carry out studies on increasing students’ motivation.

1. Introduction

The rapid advancement of technology has led to constant change and innovation in the field of science. This change has increased the importance of raising sociable individuals who can solve problems, produce and use information, and apply what they have learned in their lives. Globally, science curricula are being updated in order to raise individuals who can solve problems, produce and use knowledge, integrate what they have learned into all areas of their lives, and are sociable. From this perspective, we can state that science literacy plays an important role in individuals’ success in their daily and professional lives. To educate science-literate individuals, it is not enough to simply impose information on individuals or to enable them to shape the information in their minds. Therefore, the affective characteristics that cause changes in individuals’ mental processes should also be considered [1]. Educational environments that focus only on cognitive skills cannot be expected to lead to success [2]. As can be seen in many science curricula, including those of Türkiye, it is emphasized that cognitive characteristics alone are not sufficient, and the importance of affective characteristics is also emphasized within the objectives. Therefore, it is necessary to examine the affective characteristics that significantly influence an individual’s learning and academic success.

When we undertake science courses, we can find answers to many of our curiosities, such as the environment we live in, biology, chemistry, physics, earth sciences, and natural phenomena. Science enables us to explore nature and to understand how humans and the environment are interconnected. It provides an understanding of the dynamic interaction between society, the individual, and the environment, and raises awareness about economic and natural resources. The individual takes responsibility for finding solutions to problems encountered in daily life and makes use of the knowledge learned in the lessons. In fact, people learn that knowledge can evolve or change with technology over time. Science courses aim to develop individuals who are inquisitive, curious, creative, and productive, and who can use the information they learn and share at the same time. In this respect, individuals who can access, use, and produce information, and who can establish cause-and-effect relationships when they look at events, will be able to keep up with the requirements of their age.

In the modern world’s learning ecosystem, many concepts directly or indirectly affect an individual’s learning. Attitude, self-efficacy, and motivation are among the most important of these concepts, and attitude is the preliminary perception that people have in the face of an event, subject, or object [3]. In addition, attitude is an individual’s cognitive, affective, and behavioral response preparation based on their knowledge, experience, and feelings towards the events in their environment [4]. An individual’s belief in himself/herself regarding a certain goal is called self-efficacy. In addition to being an important determinant of a student’s academic success at school, self-efficacy is also important for his/her life outside school [5]. Senemoğlu [6] explained self-efficacy as an individual’s judgment of how successful they will be in overcoming future challenges. Self-efficacy is not a cause of an individual’s skills but a product of their judgments about what they can do using their skills. It is an individual’s own judgment of his/her ability and capacity to cope with different situations and accomplish a task. Individuals with high self-efficacy spend more effort, are more persistent, and show more patience than individuals with low self-efficacy to overcome a task. Self-efficacy is an important cause of student motivation and learning. According to Zimmerman [7] and Pintrich et al. [8], educators recognize that students’ beliefs about their academic achievement are related to their motivation. Pajares [9] explained self-efficacy as a belief in one’s abilities. Researchers emphasize self-efficacy as determining the level of confidence of individuals in fulfilling a task or succeeding in a certain subject [10,11].

Intrinsic and extrinsic motivation factors are important for acquiring, changing, or maintaining behavior in daily life and education. Motivation is very important for the learning–teaching process as it motivates the individual and makes him/her willing to engage in the behavior [12]. According to Ryan and Deci [13], being motivated means that a person takes action to do something. People have different levels and types of motivation. This type of motivation is related to the attitudes and goals that lead to action. There are two types of motivation: intrinsic and extrinsic. Ryan and Deci [13] emphasized that intrinsic motivation is very important for educators. They state that intrinsic motivation provides quality learning and contributes to an individual’s creative thinking skills. An intrinsically motivated person can focus on his or her goals without giving up on his or her own plan and without caring for any negative or positive actions from the outside. Miserandino [14] defined extrinsic motivation as behavior that is conducted in order to receive rewards or to escape punishment. According to Ceylan [15], extrinsic motivation is a type of motivation that is triggered and supported by external factors. Extrinsic motivation is based on external factors, such as external rewards, punishments, expectations, appreciation, and criticism from other people. This type of motivation makes individuals strive to achieve rewards or outcomes from extrinsic sources. According to Ryan and Deci [13], extrinsic motivation can affect intrinsic motivation. Intrinsic motivation is a form of motivation based on an individual’s own interests and passions and is realized through a sense of inner satisfaction and contentment. However, if extrinsic motivation is overemphasized or external rewards are insufficient, intrinsic motivation may be reduced, and an individual’s performance or commitment may be affected.

Among the roles of education are transferring the cultural heritage of society to students, developing students’ talent, making them active in society, and preparing them for society. Therefore, it is important to educate individuals on different responsibilities. Ensuring students’ permanent and meaningful learning means changing and improving their behaviors, thoughts, and attitudes. The changes and developments observed in individuals are measured by academic achievement. The major problem in any educational system is achieving success. Students’ academic achievement in education systems also refers to the response of the education system to people’s needs and expectations [16,17]. For this reason, both national and international educational research has examined, in depth, the factors affecting academic achievement. Countries are making efforts to build sustainable educational and learning environments based on the findings of these studies.

Furthermore, The Ministry of National Education (MoNE) conducts educational activities on a central level in the Republic of Türkiye. From the 2012–2013 academic year, compulsory education in Türkiye increased to 12 years and was divided into three stages. The first stage is 4 years of primary school (1st, 2nd, 3rd, and 4th grade); the second stage is 4 years of secondary school (5th 6th, 7th, and 8th grade); and the third stage is 4-year high school (9th, 10th, 11th, and 12th grade). Secondary school students (11–14 years old) living in the Republic of Türkiye participated in this study. Secondary school is as important as primary school in the holistic development of students. It is important for all countries to build an education system that focuses not only on the cognitive development of students but also on the development of their affective characteristics. It is not possible to explain students’ academic achievement only through cognitive processes. Therefore, it is essential to examine variables such as motivation, self-efficacy, and attitude when examining the reasons for students’ academic achievement.

This study investigated the effects of secondary school students’ attitudes, motivation, and self-efficacy on their academic achievement in science courses. Typically, students’ academic achievement is mostly assessed based on their cognitive characteristics. However, this does not represent the current understanding of education. Modern education should focus on individuals’ holistic development. This finding reveals the importance of developing affective characteristics. In some developed countries, when national and international examinations in science courses are undertaken, the academic achievement of individuals in these courses is expected to improve. To make learning permanent, it is necessary not only to access or acquire knowledge but also to pay attention to the effects of motivation, attitude, and self-efficacy, i.e., affective characteristics, on an individual’s learning. In this context, this research is important in terms of showing the effect of motivation, attitude, and self-efficacy on students’ academic achievement. In the results of this research, it is expected that teachers who teach science courses will be able to recognize their students’ affective characteristics and help them to teach their lessons more efficiently. In addition, when studies enrolled in science courses are examined in the literature, there are very few studies in which students’ affective characteristics towards science courses are comprehensively investigated. Few studies have investigated the effects of attitude, self-efficacy, and motivation on academic achievement, particularly in science courses. Through a comprehensive examination of the relationship between motivation, attitude, and self-efficacy and beliefs towards the science course and academic achievement, this study is anticipated to contribute to the body of knowledge on student engagement and success in science education, providing practical guidance for educators and curriculum developers. The aim of this study was to examine the effect of the motivation, attitude, and self-efficacy of secondary school students towards science courses on their academic achievement. The following research questions were formulated for the purpose of this investigation:

• What are the attitudes, motivation, and self-efficacy of secondary school students towards science courses?
• Do secondary school students’ attitudes, motivation, and self-efficacy towards science course differ significantly according to gender variable?
• Is there a significant relationship between the attitude, self-efficacy, and motivation levels of secondary school students?
• Is there a relationship between self-efficacy, attitude, and motivation and secondary school students’ academic achievement in science?

2. Materials and Methods

2.1. Research Model

This study is a descriptive study that tries to reveal the effect of secondary school students’ motivation, attitude, and self-efficacy beliefs towards science course on their academic achievement. Descriptive studies aim to clarify a given situation, to define and explain the situation in detail, and to reveal the relationships between events [18]. In this study, the relational survey model was used to determine whether there is a significant relationship between secondary school students’ motivation, attitude, and self-efficacy and academic achievement in science courses. In the relational survey model, we tried to determine whether the variables change together or not, and if there is a change, how it happens [19,20]. At the same time, since this study aims to reveal whether the effect of students’ motivation, attitude, and self-efficacy towards the science course on their academic achievement differs in terms of gender, the research was conducted in accordance with the causal comparison model, one of the general survey models.

2.2. Population and Sample

The population of this study consisted of students studying in the 5th, 6th, 7th, and 8th grades of secondary schools in the Ereğli district of Zonguldak province (Türkiye) in the second semester of the 2021–2022 academic year. The cluster sampling method was used to select students to represent the population. In cases where the sample is large and spread over a wide area, selecting samples by dividing the whole sample into clusters according to similar characteristics is called the cluster sampling method [21]. The sample of this study consists of students (N = 635) studying in the 5th, 6th, 7th, and 8th grades of secondary schools in the Ereğli district of Zonguldak province. Descriptive statistics on the demographic characteristics of the students participating in the study are shown in

Table 1. Descriptive statistic on students’ gender.

				Gender
				Female	Male
Grades	5	N	145	62	83
		%	22.8%	42.8%	57.2%
	6	N	122	73	49
		%	19.2%	59.8%	40.2%
	7	N	149	83	66
		%	23.4%	55.7%	44.3%
	8	N	219	101	118
		%	34.4%	46.1%	53.9%
Total		N	635	319	316
		%	100%	50.2%	49.8%

below.

As seen in Table 1, half of the sample (50.2%) consisted of female students, and the other half (49.8%) consisted of male students. We can state that the participants included in the sample are equally distributed in terms of the number of female and male participants.

2.3. Data Collection Tools

The data of the study were obtained from the “Demographic Characteristics Questionnaire”, “Motivation Scale for Learning Science”, “Self-Efficacy Scale for Science”, “Attitude Scale for Science Course”, and the report card grades of the science course in the second semester of the 2021–2022 academic year. Volunteer students who participated in the study were asked to fill out a 4-question “Demographic Characteristics Questionnaire”. Gender, grade, and education type were filled in by the students and report card grades were obtained from the school administration. In this study, only the findings related to the gender variable are presented in the context of statistically significant differences.

2.3.1. Motivation Scale for Learning Science

In the study, the data on students’ motivation towards science course were collected via the “Motivation Scale for Learning Science” developed by Dede and Yaman [2]. The scale consists of 23 items on a 5-point Likert scale. In the study conducted by Dede and Yaman (2008) [2], the Cronbach’s Alpha reliability coefficient was calculated as 0.80. For this study, we found the Cronbach’s Alpha reliability coefficient to be 0.78.

2.3.2. Self-Efficacy Scale for Science

In the study, data on students’ self-efficacy towards science course were collected via the “Self-Efficacy Scale for Science” developed by Tatar et al. [22]. The scale consists of a total of 27 items—15 positive and 12 negative items—in 5-point Likert type. Tatar et al. [22] found the Cronbach’s Alpha reliability coefficient of the scale to be 0.93. For this study, we found the Cronbach’s Alpha reliability coefficient to be 0.91.

2.3.3. Science Course Attitude Scale

In the study, data on students’ attitudes towards science course were collected via the “Science Course Attitude Scale” developed by Geban et al. [23]. This scale consists of a total of 15 items—11 positive and 4 negative items—on a 5-point Likert scale. Geban et al. [23] found the Cronbach’s Alpha reliability coefficient to be 0.83 in their study. For this study, we calculated the Cronbach’s Alpha reliability coefficient as 0.81.

Lastly, in the analysis of the data, positive and negative items were taken into consideration; positive statements were scored as 5–4–3–3–2–1 and negative statements as 1–2–3–4–5. You can see the English translation of the scales’ items in Appendix A.

2.4. Data Collection Process

The researcher sought permission from the ethics committee and went to the schools where she/he planned to collect data. The researcher conducted the scales used in the study in schools between the 27th and the 31st of May 2021. Data collection tools were explained to the students with the help of the teachers teaching the course and were then applied. The application lasted approximately 30 min.

In this study, no separate test was prepared to determine the academic achievement of the students. Within the scope of the course performances of the students during the year, the average exam scores obtained by the students as a result of the exams were taken into consideration. At the end of each semester in Turkish schools, students are given report cards showing their performance in their classes. Therefore, in the last stage of the study, students’ science report card grades were received from the school administrations in order to reflect the academic achievements of the students in the study.

2.5. Data Analysis

In the research, in order to determine the level of motivation, attitude, and self-efficacy of secondary school students, the arithmetic mean and standard deviation from descriptive statistics were examined. Since the kurtosis and skewness values are between −1 and +1 in the normality test performed to reveal the distribution of the data, it can be said that the data are normally distributed [24,25]. When the data were added to the analysis program, the negative sentences were filled by reverse coding. The t-test for independent variables was used to determine whether the students’ attitudes, motivation, and self-efficacy towards the science course had a significant difference according to their gender. In addition, correlation analysis was conducted to examine the relationships between students’ attitudes, motivation, and self-efficacy towards the science course. Path analysis was used to determine the direction and level of the relationship between the variables. t-test analysis was performed with the SPSS 20 statistical package program, and the AMOS 21 statistical package program was used for path analysis. The significance level of the data obtained was taken as 0.05. While interpreting the correlation coefficients between the variables, the levels determined by Davis [26]—i.e., negligible between 0.01 and 0.09; low between 0.10 and 0.29; moderate between 0.30 and 0.49; strong between 0.50 and 0.69; and very strong between 0.70 and above—were used.

3. Results

In this section, the findings of the study are presented in tables and interpretation of the tables.

3.1. Findings Related to the First Sub-Problem of the Research

In the first sub-problem of the study, an answer was sought to the question “At what level are secondary school students’ attitudes, motivation, and self-efficacy towards the science course?”.

When

Table 2. Findings related to attitude, motivation, and self-efficacy levels of secondary school students towards the science course.

Variables	N	$\overline{\mathit{X}}$	Sd	Min	Max
Attitude	635	3.89	0.66	1.27	5.00
Motivation	635	3.91	0.55	1.87	5.00
Self-efficacy	635	3.25	0.41	1.74	4.74

was examined, it was determined that the arithmetic mean of secondary school students’ attitudes towards science course was $\overline{X}$ = 3.89, and the standard deviation was Sd = 0.66. This mean corresponds to the “agree” range. It can be said that secondary school students’ attitudes towards the science course are at a good level. Table 2 shows that the arithmetic mean of motivation levels is $\overline{X}$ = 3.91 and that the standard deviation is Sd = 0.55. This mean corresponds to the “agree” range. It can be said that secondary school students’ motivation towards the science courses is generally at a good level. When another finding is examined, it can be seen that the arithmetic mean $\overline{X}$ = 3.25 and that the standard deviation Sd = 0.41 for the general self-efficacy levels of secondary school students in the science course. This mean corresponds to the “undecided” range. It can be said that secondary school students’ self-efficacy towards the science course is at a medium level in general.

3.2. Findings Related to the Second Sub-Problem of the Research

In the second sub-problem of the study, an answer to the question “Do secondary school students’ attitudes, motivation, and self-efficacy towards the science course differ significantly according to gender variable?” was sought.

As shown in

Table 3. Findings related to the comparison of attitude, motivation, and self-efficacy levels of secondary school students towards the science course according to the gender variable.

Variables	Gender	N	$\overline{\mathit{X}}$	Sd	t	p
Attitude	Female	319	3.94	0.68	2.069	0.04 *
	Male	316	3.83	0.64
Motivation	Female	319	3.97	0.55	2.543	0.01 *
	Male	316	3.86	0.55
Self-efficacy	Female	319	3.21	0.40	−2.560	0.01 *
	Male	316	3.30	0.42

* p < 0.05.

, it was found that there was a significant difference in the attitudes of secondary school students in the science course according to the gender variable (t = 2.069; p < 0.05). There is a significant difference between the mean scores of female students’ attitude levels ($\overline{X}$ = 3.94; sd = 0.68) and male students’ attitude levels ($\overline{X}$ = 3.83; sd = 0.64) in favor of females.

When Table 3 was examined, it was determined that there was a significant difference in the general motivation levels of secondary school students in the science course according to the gender variable (t = 2.069; p < 0.05). There is a significant difference between the mean scores of female students’ motivation levels ($\overline{X}$ = 3.94; sd = 0.68) and male students’ motivation levels ($\overline{X}$ = 3.83; sd = 0.64) in favor of females.

As seen in Table 3, it was determined that the general self-efficacy levels of secondary school students in the science course showed a significant difference according to the gender variable (t = −2.560; p < 0.05). There is a significant difference between the mean scores of female students’ self-efficacy levels ($\overline{X}$ = 3.21; sd = 0.40) and the mean scores of male students’ self-efficacy levels ($\overline{X}$ = 3.30; sd = 0.42) in favor of males.

3.3. Findings Related to the Third Sub-Problem of the Research

In the third sub-problem of the study, an answer was sought for the question “Is there a significant relationship between the attitude, self-efficacy, and motivation levels of secondary school students?”.

As shown in

Table 4. Findings on the significant relationship between attitude, motivation, and self-efficacy levels of secondary school students with respect to the science course.

	Attitude	Motivation	Self-Efficacy
Attitude	1.00
Motivation	0.65 **	1.00
Self-efficacy	0.12 **	0.32 **	1.00

** p < 0.01.

, it was found that there was a strong correlation (r = 0.65; p < 0.01) between secondary school students’ attitudes and motivation towards the science course; a low correlation (r = 0.12; p < 0.01) between students’ self-efficacy and attitudes towards science course; and a positive, moderately significant relationship (r = 0.32; p < 0.01) between self-efficacy and motivation.

3.4. Findings Related to the Fourth Sub-Problem of the Research

In the fourth sub-problem of the study, an answer was sought to the question “Is there a relationship between self-efficacy, attitude, and motivation and secondary school students’ academic achievement in science?”. Path analysis was conducted while obtaining the findings related to this sub-problem. In this context, the visual version of the model is presented in Figure 1. Then, the fit index values of the model used in path analysis are given in

Table 5. Fit index values of the model.

N	Chi-Square	df	GFI	AGFI	CFI	NFI	IFI	RMR	RMSEA
635	10,165	2	0.99	0.96	0.98	0.98	0.98	0.01	0.08

, and the direct, indirect, and total effect values are given in

Table 6. Direct, indirect, and total effect values of self-efficacy, attitude, and motivation on academic achievement of secondary school students towards the science course.

Effect	Direct Effect	Indirect Effect	Total Effect
On academic achievement
Attitude	0.16	-	0.16
Motivation	0.17	0.10	0.27
On self-efficacy
Motivation	0.32	-	0.32
On attitude
Motivation	0.65	-	0.65

.

When the model in Figure 1 was analyzed, it was seen that students’ attitudes (r = 0.16; p < 0.01) and motivation (r = 0.17; p < 0.01) directly affect students’ academic achievement in the science course. At the same time, students’ motivation indirectly affects their academic achievement by positively affecting their attitudes. Students’ motivation (r = 0.32; p < 0.01) also has an effect on students’ self-efficacy.

When Table 5 was examined, the RMSEA (root mean square error of approximation) value, which is one of the goodness of fit index values of the model, was found to be 0.080, and the RMR (root mean square residual) value was found to be 0.010. These values were found below the required critical value of 0.08 [27,28]. In addition, the GFI (goodness-of-fit Index) value was 0.99; the CFI (comparative fit index) value was 0.983; the NFI (normed fit index) value was 0.979; the AGFI (adjusted goodness-of-fit index) value was 0.96; the IFI (incremental fit index) value was 0.983; and GFI, CFI, NFI, AGFI, and IFI values were above the required critical value of 0.90 [28,29]. Overall, the model indicates a good fit. Standardized direct, indirect, and total impact values are given in Table 6.

As shown in Table 6, it is seen that the attitude variable directly affects the academic achievement of secondary school students with respect to the science course, with low level regression weight (r = 0.16; p < 0.05); the motivation variable directly affects the academic achievement of secondary school students with respect to the science course, with low level regression weight (r = 0.17; p < 0.05); and the motivation variable indirectly affects the academic achievement of secondary school students with respect to the science course with low level regression weight (r = 0.10; p < 0.05). It is determined that the motivation variable directly affects the secondary school students’ self-efficacy towards the science course, with moderate regression weight (r = 0.32; p < 0.05). It is found that the motivation variable directly affects the attitudes of secondary school students towards the science course, with a strong regression weight (r = 0.32; p < 0.05). The model for these effects is given in Figure 1.

4. Discussion and Conclusions

In this section, the results of the study and a discussion of the results and the related literature are presented. In the study, it was concluded that secondary school students’ attitudes towards the science course were above the middle level. This result supports the finding of Uyanık [30] that fourth grade students’ attitudes towards the science course were slightly above the middle level. However, Kaya and Böyük [31] found in their study that second level primary school students had an ambivalent attitude towards science courses. Kahyaoğlu and Pesen [32], in their study, revealed that students’ attitudes towards science courses were positive and at a high level. It is important for students to the have attitudes, values, understanding, and knowledge about science that are necessary in order for them to maintain their sense of curiosity about their environment. On the other hand, considering the examination of the studies conducted on a yearly basis and the changes made in the science curricula up to today, it can be said that student-centered education positively affects students’ attitudes. Because with the development of curricula with a student-centered approach, it can be expected that students’ attitudes towards lessons will change in a positive way.

In the study, when the motivation levels of secondary school students towards the science course were examined, it was concluded that the general motivation levels of the students were at a high level. Müezzin and Özata [33] and Özarslan and Saraç [34] found that the general motivation for learning science was at a moderate level. At the same time, Demir et al. [1] concluded in their study that the motivation of 7th grade students towards learning science was at a moderate level. Özarslan and Saraç [34] found that the mean motivation score for collaborative work was at the highest level, while the mean motivation score for performance and the mean motivation score for communication were at the lowest level.

When the self-efficacy levels of secondary school students towards science course were examined, it was concluded that their general self-efficacy levels were at a medium level. This result agrees with the result of Chow and Yong [35], who found that students have a moderate level of self-efficacy in science.

Another important finding of this study was that students’ attitudes towards the science course differed in terms of gender; female students had higher attitudes towards science course than male students. This result supports the result of Uyanık [30] that fourth grade students’ attitudes towards science course were more positive in favor of female students in terms of the gender variable. However, there are studies that conclude that there is no difference in attitudes towards science course in terms of the gender variable (Kaya and Böyük [31]; Sinan et al. [36]; Zeidan and Jayosi [37]). Kaya and Böyük [31] argued in their study that students’ gender was not a determining factor in attitudes towards science.

In the study, it was concluded that the motivation levels of female students differed in terms of gender, and that the motivation levels of female students were higher than the motivation levels of male students. Karakaya et al. [38], Sevinç et al. [39], Özarslan and Saraç [34], Simpson and Oliver [40], and Demir et al. [1] found that the motivation of female students in the science course was higher than male students. Azizoğlu and Çetin [41] and Bahtiyar and Can [42] concluded that gender had no effect on students’ motivation.

In addition, it was concluded that the self-efficacy levels of male students differed in terms of gender and that the self-efficacy levels of male students was higher than the self-efficacy levels of female students. Aurah [43] and Yılmaz et al. [44] found that self-efficacy in science course was higher in female students. Gender roles and expectations can create differences between male and female students. In a particular society, male students may be more encouraged to develop skills in mathematics, science, and technology, while female students may be expected to focus more on language and social skills. These expectations may contribute to higher self-efficacy levels among male students.

One of the important findings of this study is that there is a positive relationship between secondary school students’ attitudes, motivation, and self-efficacy towards science courses. The study concluded that the correlation between attitude and motivation was strong, the correlation between self-efficacy and attitude was low, and the correlation between self-efficacy and motivation was moderate. In their study, Kahyaoğlu and Pesen [32] found a moderate, positive, and significant relationship between students’ attitudes towards science course and their motivation to learn Science. Kahyaoğlu and Saraçoğlu [45] found that there was a significant positive relationship between motivation and attitude towards science at a high level. Sinan et al. [36] found that there was a positive and moderately significant relationship between secondary school students’ attitudes and self-efficacy in science course. Nurwendah and Suyanto [46] concluded that there was a low positive relationship between high school students’ motivation and self-efficacy in a biology course. The reasons behind the obtained results could be explained using several factors. First, the strong correlation between attitudes and motivation among secondary school students towards the science course may stem from the belief that a positive attitude towards the subject enhances motivation. Students who perceive science as interesting, valuable, and relevant to their lives are more likely to be motivated to engage in learning activities and perform well in the course. This positive attitude may be influenced by various factors such as previous experiences, teacher–student interactions, and the overall learning environment. On the other hand, the low correlation between self-efficacy and attitude could be attributed to the distinct nature of these constructs. Attitude refers to an individual’s overall evaluation and emotional disposition towards a specific subject, whereas self-efficacy refers to an individual’s belief in their own ability to successfully perform tasks or achieve desired outcomes in that subject. It is possible that students may hold positive attitudes towards science but still lack confidence in their abilities to excel in it. This disparity could arise from various factors, including previous academic experiences, self-perceptions of competence, or external influences such as societal stereotypes about science-related abilities. Lastly, the moderate correlation between self-efficacy and motivation suggests that students’ beliefs about their own capabilities in the science course may have a moderate influence on their motivation levels. When students perceive themselves as competent in the subject, they are more likely to be motivated to invest effort, set challenging goals, and persist in the face of obstacles. However, the moderate correlation implies that self-efficacy alone may not be sufficient to sustain high levels of motivation. Other factors such as interest, relevance, and the presence of supportive learning environments may also play significant roles in determining students’ motivation levels.

When the effects of self-efficacy, attitude, and motivation on secondary school students’ academic achievement in a science course were examined, it was concluded that students’ attitudes and motivation directly affected their academic achievement. In his study, Uyanık [30] found a high-level, positive, and significant relationship between attitude towards science course and academic achievement in fourth-grade female students, which supports the result of a moderate-level, positive, and significant relationship between attitude and academic achievement in male students in this study.

It was also concluded that students’ motivation indirectly affects their academic achievement. It was concluded that students’ self-efficacy in science course directly affects students’ motivation. Britner [47] found that laboratory skills self-efficacy did not affect laboratory grades in terms of the gender variable. Aurah [43] found that self-efficacy in science courses was highly correlated with academic achievement. Juan et al. [48] found that self-efficacy in science courses positively affected students’ achievement. Lilian [49] found a positive relationship between attitude, self-efficacy, effort, and academic achievement. Yılmaz et al. [44] found a positive and significant relationship between self-efficacy and academic achievement. Subaşı and Taş [50] concluded in their study that students prefer to study in order to improve their knowledge and skills. This result actually shows that students study in order to improve their self-efficacy. It also revealed that motivational activities positively predicted students’ studies. When students are motivated, their studies are positively affected. Gregory et al. [51] stated in their study that secondary school students’ motivation to learn science depended on the grade they obtained in the course. They stated that students who obtained high grades are highly motivated. Karakaya et al. [38] and Ainley [52] found in their study that students with high academic achievement grades have high motivation. Sevinç et al. [39] found that the academic achievement of 6th, 7th, and 8th grade students increased their motivation. Demir et al. [1] found a weak positive correlation between students’ motivation to learn science and their academic achievement and stated that the higher the students’ motivation to learn science, the higher their scores in the science course. Chow et al. [35] and Eccles et al. [53] found a positive relationship between students’ motivation and achievement in science. Finally, it was concluded that students’ motivation directly affects students’ attitudes. In conclusion, motivation, attitude, and self-efficacy have an impact on secondary school students’ academic achievement in science. As educators, we have to continue to renew and improve the educational ecosystem by considering these factors in ensuring the sustainable academic success of individuals.

Recommendations based on the results obtained in this study and implications for further research and practice are presented below:

• Considering the direct effects of academic achievement on students’ motivation in science courses; necessary information and training activities can be provided to teachers in order to carry out studies to increase students’ motivation;
• In order to increase students’ self-efficacy in science courses, students’ curiosity towards science course can be aroused, and they can be encouraged to do research and ask questions;
• Considering the positive correlation effect between attitude, self-efficacy, and motivation, in-class games and experiments can be emphasized to increase students’ attitude, self-efficacy, and motivation.

5. Limitations of the Study

• This study is limited to secondary school students (5th, 6th, 7th, and 8th grades–between the ages of 11 and 14) living in the Republic of Türkiye;
• This research is limited to the responses/answers of secondary school students to the scales used in this study.