Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

Autor/inn/en	Kang, Jingoo; Keinonen, Tuula; Salonen, Anssi
Titel	Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study
Quelle	In: Research in Science Education, 51 (2021), S.513-535 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Jingoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09905-w
Schlagwörter	Career Choice; Self Concept; Occupational Aspiration; Gender Differences; Early Adolescents; Secondary School Students; Student Attitudes; Student Interests; Sciences; Predictor Variables + Suchen Sie Ihr Suchwort? Selbstkonzept; Berufsneigung; Berufsziel; Geschlechterkonflikt; Sekundarschüler; Schülerverhalten; Studieninteresse; Science; Wissenschaft; Prädiktor
Abstract	According to previous theories and studies, interest and self-concept at an early age have played a pivotal role in occupational choices, especially in the fields of science, technology, engineering, and mathematics. However, a causal relationship between interest, self-concept, and aspirations in science is still under debate. In addition, few studies have focused on gender differences in these relationships. Therefore, this study aimed to explore the relationships between interest and self-concept in predicting science aspirations between ages 13 and 16 at lower-secondary school, considering gender differences. For the analyses, we conducted cross-lagged modeling and multi-group structural equation modeling in order to examine interrelationships between interest, self-concept, and science aspirations. According to the results, students' self-concept was high and stable, while interest was low but increased significantly during the lower-secondary school phases. However, there were no reciprocal relationships between interest and self-concept in predicting students' science aspirations. Interestingly, while girls' interest was indicated as a sound predictor of aspirations in science, girls' self-concept had no predictive influence on aspirations. Possible interpretations and implications of the study for lower-secondary science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01