Using Psychological Constructs from the Music Model of Motivation to Predict Students' Science Identification and Career Goals: Results from the U.S. and Iceland

Autor/inn/en	Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.
Titel	Using Psychological Constructs from the Music Model of Motivation to Predict Students' Science Identification and Career Goals: Results from the U.S. and Iceland
Quelle	In: International Journal of Science Education, 39 (2017) 8, S.1089-1108 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1319093
Schlagwörter	Career Choice; Foreign Countries; Science Instruction; Student Attitudes; Correlation; Identification (Psychology); Structural Equation Models; Questionnaires; Statistical Analysis; Prediction; Student Motivation; Teaching Methods; Educational Objectives; Cross Cultural Studies; Elementary School Students; Middle School Students; Likert Scales; Student Interests; Science Careers; Science Interests; Caring; Science Achievement; Student Empowerment; Hypothesis Testing; Iceland; Virginia + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Korrelation; Fragebogen; Statistische Analyse; Vorhersage; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Cultural comparison; Kulturvergleich; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Likert-Skala; Studieninteresse; Care; Pflege; Sorge; Betreuung; Studienberechtigung; Hypothesenprüfung; Hypothesentest; Island
Abstract	We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01