The dimensional structure of students' self-concept and interest in science depends on course composition.

Autor/inn/en	Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert W.
Titel	The dimensional structure of students' self-concept and interest in science depends on course composition.
Quelle	In: Learning and instruction, (2019) 60, S. 20-28Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2018.11.001
Schlagwörter	Längsschnittuntersuchung; Vergleich; Selbsteinschätzung; Selbstkonzept; Geschlechtsspezifischer Unterschied; Schuljahr 09; Schüler; Schülerleistung; Interesse; Motivation; Integrierender Unterricht; Kurssystem; Biologieunterricht; Chemieunterricht; Naturwissenschaftlicher Unterricht; Physikunterricht; Geschlechtsspezifik; Deutschland
Abstract	Both academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these constructs. Using data from a large-scale study in Germany, [the authors] compared ninth-grade students who were taught science as an integrated subject with students who were taught biology, chemistry, and physics separately with regard to the dimensional structure of their self-concepts and interests. Whereas the structure of the constructs was six-dimensional in both groups (self-concept and interest factors for biology, chemistry, and physics), the correlations between the domain-specific factors were higher in the integrated group. Furthermore, the pattern of gender differences differed across groups. Whereas male students generally showed higher self-concept and interest in physics and chemistry, a small advantage for male students in biology was only present in integrated science teaching group. [The authors] conclude that aspects of the learning environment such as course composition may affect the dimensional structure of motivational constructs. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2