Students' Intentions towards Studying Science at Upper-Secondary School: The Differential Effects of Under-Confidence and Over-Confidence

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Autor/in	Sheldrake, Richard
Titel	Students' Intentions towards Studying Science at Upper-Secondary School: The Differential Effects of Under-Confidence and Over-Confidence
Quelle	In: International Journal of Science Education, 38 (2016) 8, S.1256-1277 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1186854
Schlagwörter	Science Instruction; Science Education; Secondary School Students; Secondary School Science; Intention; Self Esteem; Student Attitudes; Questionnaires; Foreign Countries; Statistical Analysis; Predictor Variables; Self Efficacy; Beliefs; Self Concept; Science Careers; Grade 8; Grade 9; Grade 10; Correlation; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Science Achievement; Science Tests; Mathematics Tests; Maximum Likelihood Statistics; Comparative Analysis; Regression (Statistics); National Curriculum; United Kingdom (England); Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Sekundarschüler; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Fragebogen; Ausland; Statistische Analyse; Prädiktor; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Selbstkonzept; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse
Abstract	Understanding students' intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students' science confidence has been associated with their intentions to study science further, although under-confidence and over-confidence (lower or higher confidence than expected, given someone's attainment) have not been considered in detail. Accordingly, this study explored whether under-confident, accurately evaluating, and over-confident students expressed different attitudes towards their science education, and explored how under-confidence and over-confidence might influence students' science intentions. The questionnaire responses of 1523 students from 12 secondary schools in England were considered through analysis of variance and predictive modelling. Under-confident students expressed consistently lower science attitudes than accurately evaluating and over-confident students, despite reporting the same science grades as accurately evaluating students. Students' intentions to study science were predicted by different factors in different ways, depending on whether the students were under-confident, accurate, or over-confident. For accurately evaluating and over-confident students, science intentions were predicted by their self-efficacy beliefs (their confidence in their expected future science attainment). For under-confident students, science intentions were predicted by their self-concept beliefs (their confidence in currently "doing well" or "being good" at science). Many other differences were also apparent. Fundamentally, under-confidence may be detrimental not simply through associating with lower attitudes, but through students considering their choices in different ways. Under-confidence may accordingly require attention to help ensure that students' future choices are not unnecessarily constrained. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01