Individual and Contextual Effects on Science Identity among American Ninth-Grade Students (HSLS:09): Hierarchical Linear Modeling

Autor/in	Alhadabi, Amal
Titel	Individual and Contextual Effects on Science Identity among American Ninth-Grade Students (HSLS:09): Hierarchical Linear Modeling
Quelle	In: Research in Science & Technological Education, 41 (2023) 3, S.886-905 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alhadabi, Amal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1972959
Schlagwörter	Longitudinal Studies; High School Students; Grade 9; Science Education; Self Concept; Student Characteristics; Self Efficacy; Student Interests; Socioeconomic Status; Rural Urban Differences; Private Schools; Public Schools; Student Attitudes; Geographic Location; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Socio-economic status; Sozioökonomischer Status; Stadt-Land-Beziehung; Private school; Privatschule; Public school; Öffentliche Schule; Schülerverhalten
Abstract	Background: Research has shown that students in the United States have been developing negative perceptions of science as a field of study, which is associated with low science identity. The science identity can be influenced by a variety of personal demographic predictors, non-cognitive science-related variables (e.g. science self-efficacy and science interest), and contextual predictors (e.g. school locale and geographical location). Purpose: The current study explored the variability in the effect of student-level factors (i.e. gender, SES, ethnicity, science self-efficacy, science utility, and science interest) and school-level factors (i.e. school type, locale, and geographical location) on ninth-grade students' science identity. Sample: Data on 16,216 ninth-grade students in the United States were obtained from a large-scale national database, the High School Longitudinal Study of 2009. Design and Methods: Three models were tested using Hierarchical Linear Modeling. Results: The findings showed that student-level factors accounted for a significant amount (36%) of the variability in students' science identity and a much smaller amount (< 5%) of the variability in identity was due to the variation between schools. Students' science identity was bolstered by a higher level of science self-efficacy, utility, interest, and socioeconomic status. Females, African Americans, and Hispanics had lower levels of science identity. Science identity was lower among students in rural schools and town schools compared with students in city schools and higher among students in private schools compared with students in public schools. Students in the Northeast and South had higher science identity compared to students in the West. Conclusion: Establishing valuable contributions in the STEM field is strengthened when students hold constructive science identities. The current study found that various individual and contextual variables formulate students' science identities. These influences are salient in rural and town public schools with poor SES status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01