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The objective of this study is to ascertain whether there is a significant difference between self-efficacy beliefs for scientific literacy of the seventh grade students having field dependent and field independent cognitive styles and to find out whether the cognitive style of students is a significant predictor of students’ self-efficacy beliefs for scientific literacy. Benefiting from correlational survey model, a quantitative research method, the study which is addressed to a sample composed of 823 seventh grade students enrolled in Ankara in the school year of 2015-2016. Scientific Literacy Self-Efficacy Scale was used in order to find out students’ self-efficacy beliefs for scientific literacy whereas Group Embedded Figures Test was utilized in order to ascertain whether students had field dependent or field independent cognitive styles. In the research, it was discerned that the cognitive style is a statistically significant predictor of students’ self-efficacy beliefs for scientific literacy (R2=0.04,F(1.821)=29.30, p<.00). Besides, it was found that there was a statistically significant difference in the mean of scores of self-efficacy beliefs for scientific literacy of field dependent, moderately field dependent and field independent students in favor of field independent students [(F(2.822)=13.61;p<.05]. Based on the results obtained from the research, it is thought that efforts to analyze the characteristic features of students with different cognitive styles, teaching environments convenient for these students and measurement & evaluation approaches will help to raise students as scientifically literate individuals. Article visualizations:

ANALYSIS OF SELF-EFFICACY BELIEFS FOR SCIENTIFIC LITERACY OF THE SEVENTH-GRADE STUDENTS WITH DIFFERENT COGNITIVE STYLES