The Association of Family Influence and Initial Interest in Science.

Autor/inn/en	Dabney, Katherine P.; Chakraverty, Devasmita; Tai, Robert H.
Titel	The Association of Family Influence and Initial Interest in Science.
Quelle	In: Science education, 97 (2013) 3, S. 395-409Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21060
Schlagwörter	Fragebogen; Demografischer Faktor; Einstellungsforschung; Familienleben; Familienmilieu; Interessenforschung; Naturwissenschaftliche Bildung; Physik; Karriereplanung; Studium; Wissenschaftsverständnis
Abstract	With recent attention to improving scientific workforce development and student achievement, there has been a rise in effort to understand and encourage student engagement in physical science. This study examines the association of family influence and initial interest in science through multiple and logistic regression models. Research questions addressed include Controlling for demographic variables, are physical science doctoral students or scientists who report family as a primary source of interest in science, as opposed to those that do not, more likely to develop an early interest in science? And what specific forms of family support are associated with doctoral students or scientists who report family as a primary source of initial interest in science? The study uses survey data from Project Crossover (n = 4,285), a sequential mixed methods study that examines factors influencing entrance into physical science doctoral programs as well as the transition from graduate students to independent researcher. Results suggest that family interest in science facilitates earlier initial interest in science. Further analyses show that family influence shifts from parental occupation as the primary source of interest for the older generation of scientists to one of three influences (occupation, diversion or hobby, and encouragement) among doctoral students.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2014/3