M.A. Thesis:

The Relationship between Teacher Self-Efficacy and Assignment Value with the Mediating Role Academic Attitude to Science lessons in Sixth Elementary school Students in Sabzevar

The purpose of this study was the relationship between teacher self-efficacy and homework value and the mediating role of academic attitudes toward the science course of sixth grade elementary school students in Sabzevar in 2019-20 was significant. The research method was descriptive-correlational and the statistical population consisted of 230 teachers and 2600 sixth grade students of Sabzevar, from which 140 teachers and 335 students were selected by simple random sampling. In order to evaluate the research variables, the Schanen, Moran and Wolfonck (2001) self-efficacy scale, the task value were collected from the Smith, Garcia and Makichi (1991) self-regulatory questionnaire subscale, and the academic attitude towards Abdi sciences (2014). The collected data were analyzed using Pearson correlation and structural equation modeling using SPSS, AMOS / 20 and LISREL / 8 software. The results indicate a positive and significant relationship between teachers 'self-efficacy and students' academic attitudes toward Science course and homework value was with an academic attitude to science course. The mediating role of academic attitudes toward science in the relationship between teachers' self-efficacy and homework value was also confirmed. Therefore, by improving students 'academic attitudes, the effect of teachers' self-efficacy on homework can be adjusted.

Keywords: Teacher self-efficacy, homework value, academic attitude towards science, students.