Abstract
The purpose of the current study was twofold: firstly, to examine gender difference in middle school students’ science self-efficacy from a multidimensional perspective, and secondly, to explore the relationships among the science self-efficacy dimensions across gender. For these specified purposes, a questionnaire assessing science self-efficacy in terms of five dimensions, namely conceptual understanding, higher-order cognitive skills, practical work, everyday applications, and science communication, was validated for Turkish middle school students. Then, in order to examine the gender difference, the data obtained from the administration of the questionnaire to 461 middle school students (222 girls and 239 boys) were analyzed using Multivariate Analysis of Variance. According to the results, there was no statistical significant mean difference between boys and girls with respect to science self-efficacy dimensions. Both genders did not appear to be highly self- efficacious. Furthermore, path analyses results revealed that all the proposed relationships among the science self-efficacy dimensions were significant for both genders. However, strength of the relations appeared to vary across gender. Based on the results, it is suggested that, to enhance students’ science self-efficacy for both genders, science teachers implement student-centered teaching methods in their classes

Key words: Science self-efficacy, gender, scale adaptation