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.57-77 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21197
Schlagwörter	Grade 9; Secondary School Science; Science Instruction; Student Attitudes; Student Motivation; Self Efficacy; Student Characteristics; Mathematics Achievement; Science Achievement; Value Judgment; Expectation; Student Interests + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Werturteil; Expectancy; Erwartung; Studieninteresse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01