Successful in science education and still popular: A pattern that is possible in China rather than in Germany or Russia.

Autor/inn/en	Händel, Marion; Duan, Xiaoju; Sutherland, Margaret; Ziegler, Albert
Titel	Successful in science education and still popular: A pattern that is possible in China rather than in Germany or Russia.
Quelle	In: International journal of science education, 36 (2014) 6, S. 887-907Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0950-0693; 1464-5289
DOI	10.1080/09500693.2013.830232
Schlagwörter	Einstellung (Psychologie); Erwartung; Geschlechtsspezifischer Unterschied; Lehrer; Interkulturelle Differenz; Peer-Group; Naturwissenschaftlicher Unterricht; Leistung; Mitschüler
Abstract	Across several countries, science is often regarded as unpopular and a male-dominated domain. Furthermore, the number of students who are interested in science education or intend to work in the field of science is relatively low. This might be due to expectations adolescents hold towards science and successful scientists. The current cross-national study investigates the expectations of students in relation to highly achieving peers in science education in the three countries China, Germany and Russia (N=420). Students were asked to indicate their expectations about two fictitious new classmates with respect to three categories: intelligence, social competence and eagerness. Besides national differences, differences concerning the gender of the participating students, the gender of the target students (fictitious highly achieving students in science education) and interaction effects were investigated. Whereas the effects of gender and target gender are inconsistent and negligible, there are significant national differences. Notably, Chinese students hold the most positive expectations about successful peers in science education. The results are discussed with regard to possible explanations and educational consequences. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3