Are Students in Italy Really Disinterested in Science? A Person-Centered Approach Using the PISA 2015 Data

Autor/inn/en	Radišic, Jelena; Selleri, Patrizia; Carugati, Felice; Baucal, Aleksandar
Titel	Are Students in Italy Really Disinterested in Science? A Person-Centered Approach Using the PISA 2015 Data
Quelle	In: Science Education, 105 (2021) 2, S.438-468 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radišic, Jelena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21611
Schlagwörter	Foreign Countries; Student Interests; Science Interests; Socioeconomic Status; Immigrants; Sex; Educational Environment; Student Characteristics; Profiles; Science Achievement; Secondary School Students; International Assessment; Achievement Tests; Italy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Studieninteresse; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Geschlecht; Geschlechtsverkehr; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Charakterisierung; Profilanalyse; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Italien
Abstract	Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person-centered approach, this article investigates self-related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15-year-old-students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could not be explained by students' variability in immigrant background or ESCS across the examined groups. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01