Students' Awareness of Science Teachers' Leadership, Attitudes toward Science, and Positive Thinking

Autor/inn/en	Lu, Ying-Yan; Chen, Hsiang-Ting; Hong, Zuway-R.; Yore, Larry D.
Titel	Students' Awareness of Science Teachers' Leadership, Attitudes toward Science, and Positive Thinking
Quelle	In: International Journal of Science Education, 38 (2016) 13, S.2174-2196 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1230792
Schlagwörter	Self Concept; Science Teachers; Teacher Leadership; Positive Attitudes; Structural Equation Models; Student Attitudes; Correlation; Affective Behavior; Interviews; Decision Making; Science Interests; Teacher Student Relationship; Science Careers; Career Choice; Student Motivation; Foreign Countries; High School Students; Secondary School Teachers; Taiwan + Suchen Sie Ihr Suchwort? Selbstkonzept; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Schülerverhalten; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Interviewing; Interviewtechnik; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	There appears to be a complex network of cognitive and affective factors that influence students' decisions to study science and motivate their choices to engage in science-oriented careers. This study explored 330 Taiwanese senior high school students' awareness of their science teacher's learning leadership and how it relates to the students' attitudes toward science and positive thinking. Initial results revealed that the "optimism" of positive thinking is highly and positively correlated with the "future participation" in "science" and "learning science in school" attitudes toward science and "self-concept in science." Moreover, structural equation modelling (SEM) results indicated that the subscale of teachers' "leadership with idealised influence" was the most predictive of students' "attitudes toward science" (ß = 0.37), and the leadership with "laissez-faire" was predictive of students' "positive thinking" (ß = 0.21). In addition, the interview results were consistent with the quantitative findings. The correlation and SEM results indicate some of the associations and potential relationships amongst the motivational and affective factors studied and students' attitudes toward and intentions to study science, which will increase their likelihood of future involvement in science careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01