Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009.

Autor/inn/en	Andersen, Lori; Chen, Jason A.
Titel	Do High-Ability Students Disidentify With Science? A Descriptive Study of U.S. Ninth Graders in 2009.
Quelle	In: Science education, 100 (2016) 1, S. 57-77Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21197
Schlagwörter	Forschung; Hochbegabung; Identifikation; Erwartungswert; Naturwissenschaftliche Bildung; Latent-Class-Analyse
Abstract	The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class analysis, a four-class model was identified as the best model, based on model fit and interpretability. Although the low and typical profiles had uniform levels of indicators, the two high motivation profiles (high self-efficacy and high utility value) had mixed levels. The profile characterized by very high self-efficacy had lower values, while the profile characterized by high utility value had lower self-efficacy. The differences in math achievement between profiles were small. High-ability students disidentified with science; only 29% of high-ability students had high science expectancy-value profiles. The implications for science talent development are discussed.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2019/3