Science Self-Concept and Valuing Science: A Cross-Cultural Analysis of Their Relation among Students from Western and East Asian Countries

Autor/in	Schütte, Kerstin
Titel	Science Self-Concept and Valuing Science: A Cross-Cultural Analysis of Their Relation among Students from Western and East Asian Countries
Quelle	In: Social Psychology of Education: An International Journal, 18 (2015) 4, S.635-652 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9311-0
Schlagwörter	Foreign Countries; Comparative Education; Cross Cultural Studies; Cultural Differences; Science Education; Scientific Attitudes; Self Efficacy; Predictor Variables; Structural Equation Models; Student Motivation; Cultural Context; Asia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Prädiktor; Schulische Motivation; Asien
Abstract	Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on striving for a unique and consistent self than on the fulfillment of relevant others' expectations. Moreover, motivated devaluation is expected to be stronger the closer the value construct is tied to the self. Multiple group structural equation models tested whether students' self-concepts of their science ability differentially predicted the values students attach to science in Western and East Asian subsamples of the Programme for International Student Assessment. Science self-concept predicted value of science in all countries; however, the effects were stronger in Western than East Asian countries. Moreover, effects were stronger for the psychologically more proximal personal than for the more distal general value of science. Results are thus in line with the proposition that the value students attach to an academic domain in part results from a motivated process driven by their domain-specific self-concept of ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01