The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

Autor/inn/en	Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee
Titel	The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared
Quelle	In: NCSSS Journal, 20 (2015) 1, S.20-26 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1084-6522
Schlagwörter	Ethnic Groups; High School Students; Learner Engagement; Competence; Science Instruction; Student Attitudes; Hispanic American Students; White Students; Self Esteem; Difficulty Level; Student Surveys; Student Experience; Measurement Equipment; Likert Scales + Suchen Sie Ihr Suchwort? Ethnie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Hispanic; Hispanic Americans; Hispanoamerikaner; Self-esteem; Selbstaufmerksamkeit; Schwierigkeitsgrad; Schülerbefragung; Studienerfahrung; Messinstrument; Likert-Skala
Abstract	This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science class, in response to signals from a vibrating pager. Hispanic and non-Hispanic White students reported similar levels of engagement in science, though non-Hispanic Whites reported higher levels of confidence. Results suggest that Hispanic and non-Hispanic White students respond differently to features of the learning environment. For example, while challenge was negatively associated with engagement in general, highly challenging science instruction had a less negative impact on Hispanic students' engagement, and a positive impact on their perceptions of competence relative to non-Hispanic White students. Findings highlight the importance of studying students' perceptions of their classroom learning experiences for understanding ethnicity gaps in STEM areas. (As Provided).
Anmerkungen	National Consortium of Secondary STEM Schools. e-mail: info@ncsss.org; Web site: http://www.ncsss.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01