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The aim of this study was to explore whether citizens' scientific interest and self-understanding relate to their learning enjoyment and self-efficacy in science. The sample participants consisted of 1,657 Taiwanese citizens ranging from 18 to 70 years of age. All participants were asked to complete the 2018 "Taiwan Citizens Science and Technology Literacy Survey" to assess their scientific interest, scientific self-understanding, science learning enjoyment, and scientific self-efficacy. Multiple regression models were used to analyze the data. The important findings included: (1) scientific interest was the most important predictor of science learning enjoyment, while scientific self-understanding was the most important predictor of scientific self-efficacy; and (2) the effects of scientific interest on self-understanding and the effect of science learning enjoyment on scientific self-efficacy each were significantly moderated by respondents' age, with stronger relationships observed in younger citizens than older citizens. This study provides insight into Taiwanese citizens' scientific learning enjoyment and self-efficacy and also informs potential governmental policies and/or societal practices that could be considered to promote scientific literacy.

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This study investigated how affective factors impact participation in science learning using structural equation modeling. Using a dataset from Taiwan, a model was obtained that showed the relationships among science-related interest, enjoyment, self-efficacy, self-concept, competency, leisure time engagement, and future interest in science. The paths relating to engagement and future interest were much stronger for interest and enjoyment than for self-efficacy and self-concept. There was no significant path between science competency and future science interest or engagement. The results suggest that the affective and cognitive pathways to scientific competency are divergent and that they might be differentially activated by different contexts and activities. This indicates that school science educators might wish to reconsider the merit of overemphasizing achievement in comparison to interest. Finally, the results suggest that the development of science competency per se may not be the best way to ensure public engagement and understanding of science.

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This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.

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This study investigated the effects of participating in a book reading club on improving parents' positive interactions with children and positive thinking. A total of 85 parent volunteers were randomized into the experimental or comparison group. The Parent Questionnaire was used to measure positive thinking and interaction with children. Additionally interview results were used to triangulate and elucidate the findings. The findings revealed a positive impact on parents' positive thinking and interaction with children and that these were significant predictors of parents' positive thinking. Implications and recommendations are presented.

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In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.

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