Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence

Sheldrake, Richard

doi:10.1080/09500693.2016.1186854

Cited by 28 publications

(27 citation statements)

References 48 publications

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“…The influences of utility, interest and self-concept beliefs cohere with results from various prior studies, which have usually considered science as a whole rather than physics alone (DeWitt and Archer 2015;Mellors-Bourne et al 2011;Sheldrake 2016;Tripney et al 2010;Vidal Rodeiro 2007). Other research in England has highlighted the relevance of advice and encouragement, although at varying magnitudes (Archer et al 2015a;DeWitt et al 2016).…”

Section: Predictive Modellingsupporting

confidence: 75%

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

2017

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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, selfconcept 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 threecluster, 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.

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Section: Predictive Modellingsupporting

confidence: 75%

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

2017

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“…It is reasonable to conclude that in new, complex, and demanding science learning environments, lack of confidence may have serious negative implications in these settings (Ainley & Armatas, ) because under‐confidence is known to be detrimental for students' attitudes and intentions toward science (Sheldrake, ). Moreover, the key importance of confidence in predicting achievement and relation to cognitive and self‐belief measures (Stankov et al, ) highlights the necessity for more research on confidence in the future.…”

Section: Discussionmentioning

confidence: 99%

Section: The Relationship Of Perceived Affect and Collaboration On mentioning

confidence: 99%

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Pietarinen

Vauras

Laakkonen

et al. 2018

Computer Assisted Learning

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This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.

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“…At these stages, pupils' interest in science is closely related to the level of appreciation of its applicability in their lives. Therefore, it is important to incorporate activities in the classroom that convey the wider relevance of science to everyday life (Sheldrake et al, 2017). This may encourage students' aspirations towards science and engineering careers (Regan and DeWitt, 2015).…”

Section: Introductionmentioning

confidence: 99%

An innovative STEM outreach model (OH-Kids) to foster the next generation of geoscientists, engineers, and technologists

et al. 2019

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Abstract. Childhood education programmes aiming at incorporating topics related to science, technology, engineering, and mathematics (STEM) have gained recognition as key levers in the progress of education for all students. Inspiring young people to take part in the discovery and delivery of science is of paramount importance not only for their well-being but also for their future human development. To address this need, an outreach model entitled OH-Kids was designed to empower pupils through the development of high-quality STEM learning experiences based on a research project. The model is an opportunity for primary school learners to meet geoscientists while receiving the take-home message that anyone can get involved in scientific activities. The effort is part of a research project aimed at the real-time monitoring of precipitation in Mexico City, which is a smart solution to rainfall monitoring using information and communications technologies. The argument behind this effort is that in order to produce the next generation of problem-solvers, education should ensure that learners develop an appreciation and working familiarity with a real-world project. Results show success at introducing the role of researchers and STEM topics to 6–12-year-old learners.

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Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence

Cited by 28 publications

References 48 publications

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

High school students' perceptions of affect and collaboration during virtual science inquiry learning

An innovative STEM outreach model (OH-Kids) to foster the next generation of geoscientists, engineers, and technologists

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