سهیلا هاشمی کوچکسرایی

This study analyzed the content of elementary school science textbooks and teachers teaching methods based on Elder epistemological beliefs components (source, certainty, development and justification). By using purposeful random sampling 6 science textbooks andattribution for success (SAS) condition, participants were asked to talk about their efforts worked successfully in job hunting, while in strategy attribution for failure (SAF) condition, they were asked to talk about what didn’t work. They completed questionnaires on self-efficacy before the interview, and on self-esteem before and after the interview. The results showed a statistically significant increase in the self-esteem in both SAS and SAF conditions, while the self-esteem score in SAS condition was higher than that in SAF condition, the interaction was not significant. The results also showed that the increase in the self-esteem was observed only in the high self-efficacy group, not in the low self-efficacy group.