Introducing a Science Interest Network Model to Reveal Country Differences

Autor/inn/en	Sachisthal, Maien S. M.; Jansen, Brenda R. J.; Peetsma, Thea T. D.; Dalege, Jonas; van der Maas, Han L. J.; Raijmakers, Maartje E. J.
Titel	Introducing a Science Interest Network Model to Reveal Country Differences
Quelle	In: Journal of Educational Psychology, 111 (2019) 6, S.1063-1080 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000327
Schlagwörter	Foreign Countries; Comparative Education; Secondary School Students; Student Interests; Science Interests; Networks; Models; Achievement Tests; International Assessment; Predictor Variables; Network Analysis; Learner Engagement; Self Efficacy; Gender Differences; Socioeconomic Status; Netherlands; Colombia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Sekundarschüler; Studieninteresse; Analogiemodell; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Netzplantechnik; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Niederlande; Kolumbien
Abstract	In this article, a science interest network model (SINM) is introduced and a first empirical test of the model is presented. The SINM models interest as a dynamic relational construct, in which different interest components, that is, affective, behavioral, and cognitive components and related motivational components mutually reinforce one another within the development of interest. The dynamical relational perspective hypothesizes that the mutual interactions between interest components underlie the development of interest. Applying the SINM to the PISA 2015 data of 2 countries, that is, the Netherlands and Colombia, we were able to not only illuminate the structure of interactions between the different variables (i.e., indicators) in the networks of different groups of adolescents but we could also make predictions about which variables are of structural importance within the interest construct and as such worthwhile to test as potential candidates for intervention. Additionally, we were able to replicate earlier findings of the literature, namely that (a) enjoyment is central within the interest network and that (b) important structural differences exist in the interest network across countries, which, for instance, point to differences in domain specificity of interest between countries. While the network approach is sensitive to structural differences in science interest across countries, the network structure is stable across subgroups within countries. Future studies are proposed to test theoretically important assumptions of a dynamical perspective on interest, such as the causal role of different interest components in the development of interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01