Adolescents' Goal Orientations for Science in Single-Gender Israeli Religious Schools

Autor/inn/en	Fortus, David; Daphna, Limor
Titel	Adolescents' Goal Orientations for Science in Single-Gender Israeli Religious Schools
Quelle	In: International Journal of Science Education, 39 (2017) 1, S.86-103 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fortus, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1267880
Schlagwörter	Foreign Countries; Goal Orientation; Single Sex Schools; Religious Education; Science Education; Student Motivation; School Culture; Jews; Judaism; Mastery Learning; Science Teachers; Teacher Attitudes; Parent Attitudes; Comparative Analysis; Institutional Characteristics; Gender Differences; Science Interests; Public Schools; Parent Influence; Factor Analysis; Secondary School Students; Questionnaires; Regression (Statistics); Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Zielorientierung; Zielvorstellung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Naturwissenschaftliche Bildung; Schulische Motivation; Schulkultur; Schulleben; Jew; Jude; Jüdin; Juden; Judaismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Elternverhalten; Geschlechterkonflikt; Public school; Öffentliche Schule; Faktorenanalyse; Sekundarschüler; Fragebogen; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01