Profiles of Student Science Attitudes and Its Associations with Gender and Science Achievement

Autor/in	Ma, Yue
Titel	Profiles of Student Science Attitudes and Its Associations with Gender and Science Achievement
Quelle	In: International Journal of Science Education, 44 (2022) 11, S.1876-1895 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Yue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2101705
Schlagwörter	Profiles; Student Attitudes; Scientific Attitudes; Gender Differences; Science Achievement; Foreign Countries; Grade 8; Secondary School Students; Achievement Tests; International Assessment; Science Tests; Negative Attitudes; Positive Attitudes; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Schülerverhalten; Geschlechterkonflikt; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Negative Fixierung; Hongkong
Abstract	Using TIMSS 2015 data, the present study aimed to explore the profiles of attitudes toward science among Hong Kong eighth-grade students (N = 4138), and further to investigate how these attitudinal profiles might relate with gender and science achievement. In TIMSS, attitudes toward science are specified in terms of four factors: intrinsic interest in science, perceived competence in science, instrumental value of science, and engaging science teaching. Results of a latent profile analysis indicated five distinct profiles of student attitudes toward science: (1) Negative attitudes, particularly toward perceived competence in science; (2) Negative attitudes, particularly toward instrumental value of science and engaging science teaching; (3) Moderate attitudes toward science; (4) Positive attitudes toward science; and (5) High-positive attitudes toward science. Furthermore, boys displayed significantly higher intrinsic interest in science, perceived competence in science and instrumental value of science than girls. Generally, students in profiles with higher levels of science attitudes tended to show better science achievement, but the relationship was not perfectly linear. The findings suggest ways for educators and parents to plan and implement effective and individualized strategies to foster student motivation in science learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01