Measuring a cross-sectional sample of students’ intentions to engage with science and modelling associations according to two theoretical perspectives
Bibliographic Data
| ID | 21589752 |
|---|---|
| Authors | Ryan Summers (0000-0002-3045-1393, University of North Dakota), Shuai Wang (0009-0006-8287-7691, Shanghai Jiao Tong University, corresponding author) |
| Year | 2023 |
| Volume | 45 |
| Issue | 7 |
| Pages | 521-540 |
| Publication date | 2023-05-03 |
| 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 | 10.1080/09500693.2023.2167243 |
| OpenAlex | W4321351596 |
| Language | EN |
| Citations received | 1 |
| References cited | 69 |
Social cognitive career theory (SCCT) and the theories of reasoned action and planned behaviour (TRAPB) have both guided studies seeking to explain students’ intentions and decisions related to future science engagement. The purpose of this study was to simultaneously validate measures for these two social psychological models and closely examine these constructs and their associations. Students were sampled in two groups, across grades 5 through 10, from rural schools in the United States (N = 538). Each group was administered two sets of measures, and each set of measures was associated with a theoretical model, and included corresponding sub-scales suitable for self-report. Respondents also supplied information about a common set of predictor variables based on a review of the literature. Structural equation modelling was used to examine the constructs more closely. Results from confirmatory factor analysis were generally consistent with the theoretical structures. Multiple indicators multiple causes (MIMIC) models were generated to compare SCCT and TRAPB, including associations between factors and variables. Associations between common predictor variables like race and gender differed between the MIMIC models. Frequency of talk with family members, perceived science ability, gender, and race were all significantly associated with multiple factors in both the SCCT- and TRAPB-aligned models
Cognition · Confirmatory factor analysis · Developmental psychology · Social cognitive theory · Statistics · Structural equation modeling · Theory of planned behavior · Theory of reasoned action · Career Development and Diversity · Diverse Educational Innovations Studies · Psychology · Science Education and Pedagogy · Social Psychology
Structural Equation Modeling
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Starting at the Beginning
Planning Early for Careers in Science
Interest, motivation and attitude towards science and technology at K-12 levels
On Conceptualizing and Assessing Social Cognitive Constructs in Career Research
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The relationship of mathematics self-efficacy expectations to the selection of science-based college majors
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From expectancy-value theory to situated expectancy-value theory
Maintaining secondary school students’ STEM career aspirations
Effects of Stem and Likert Response Option Reversals on Survey Internal Consistency
Motivational pathways to STEM career choices
A psychometric evaluation of the english version of the dimensions of attitudes toward science instrument with a U.S. population of elementary educators
Using the theory of planned behaviour to understand students’ subject choices in post-compulsory education
Significance tests and goodness of fit in the analysis of covariance structures
Hispanic-American Studnts' Attitudes Toward Enrolling in High School Chemistry
Social cognitive model of career self-management
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |