Gender differences and the interaction of self-determination and science engagement among tenth-grade students
Bibliographic Data
| ID | 21589620 |
|---|---|
| Authors | Ian Phil Canlas (0000-0003-0056-3340, University of Central Asia, corresponding author) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-08-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2530033 |
| OpenAlex | W4413494583 |
| Language | EN |
| References cited | 77 |
The study explored gender differences and the interaction of self-determination on science engagement. Two hundred fifty grade 10 students participated in this quantitative survey, composed of 125 boys and 125 girls, in one of the biggest public high schools in Naval, Biliran Province, Philippines. Data were collected using a Likert scale questionnaire, adapted from the literature, and analysed through partial least squares-structural equation modelling using SmartPLS 4. The findings revealed a significant direct effect of self-determination on science engagement among boys and girls and combined genders and a differential specific direct effect of self-determination components on science engagement dimension for boys and girls and combined genders. The findings provide empirical evidence that explains gender differentiation in science participation, thus suggesting the need for gender-specific and/or gender-neutral scaffolding of self-determination toward science engagement through gender-inclusive science classroom activities
Mathematics education · Pedagogy · Science education · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
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| Citation velocity | historical |
|---|---|
| Highly cited | No |