Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School
| Autor: | Michael Reiss, Tamjid Mujtaba, Richard Sheldrake |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Self-efficacy
Longitudinal sample 05 social sciences Self-concept 050301 education Predictor variables Science education Education Developmental psychology Pedagogy Early adolescents Latent transition analysis 0501 psychology and cognitive sciences Explanatory power 0503 education 050104 developmental & child psychology |
| Zdroj: | Research in Science Education. 49:1809-1834 |
| ISSN: | 1573-1898 0157-244X |
| DOI: | 10.1007/s11165-017-9676-5 |
| Popis: | Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students’ intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surveyed in year 8 (age 12/13) and again in year 10 (age 14/15). Predictive modelling highlighted that perceived advice, perceived utility of physics, interest in physics, self-concept beliefs (students’ subjective beliefs of their current abilities and performance) and home support specifically orientated to physics were key predictors of students’ intentions. Latent-transition analysis via Markov models revealed clusters of students, given these factors at years 8 and 10. Students’ intentions varied across the clusters, and at year 10 even varied when accounting for the students’ underlying attitudes and beliefs, highlighting that considering clusters offered additional explanatory power and insight. Regardless of whether three-cluster, four-cluster, or five-cluster models were considered, the majority of students remained in the same cluster over time; for those who transitioned clusters, more students changed clusters reflecting an increase in attitudes than changed clusters reflecting a decrease. Students in the cluster with the most positive attitudes were most likely to remain within that cluster, while students in clusters with less positive attitudes were more likely to change clusters. Overall, the cluster profiles highlighted that students’ attitudes and beliefs may be more closely related than previously assumed, but that changes in their attitudes and beliefs were indeed possible. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink