Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland
We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 st...
Published in: | International Journal of Science Education |
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Language: | English |
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ftphbern:oai:phrepo.phbern.ch:7516 2024-09-15T18:13:31+00:00 Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland Jones, Brett D. Sahbaz, Sumeyra Schram, Asta B. Chittum, Jessica R. 2017-05-05 application/pdf https://phrepo.phbern.ch/7516/ eng eng https://phrepo.phbern.ch/7516/1/MUSICmodel_2017.pdf Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland. International Journal of Science Education, 39 (8), pp. 1089-1108. 10.1080/09500693.2017.1319093 <http://dx.doi.org/10.1080/09500693.2017.1319093> 10.1080/09500693.2017.1319093 https://phrepo.phbern.ch/7516/ info:eu-repo/semantics/restrictedAccess Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland. International Journal of Science Education, 39 (8), pp. 1089-1108. 10.1080/09500693.2017.1319093 <http://dx.doi.org/10.1080/09500693.2017.1319093> info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion PeerReviewed 2017 ftphbern https://doi.org/10.1080/09500693.2017.1319093 2024-09-04T23:35:52Z We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals. Article in Journal/Newspaper Iceland REPO PHBern (Open Access Repository Bern University of Teacher Education) International Journal of Science Education 39 8 1089 1108 |
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Open Polar |
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REPO PHBern (Open Access Repository Bern University of Teacher Education) |
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ftphbern |
language |
English |
description |
We investigated students’ perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students’ class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students’ science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students’ perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students’ career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students’ perceptions of science classes and their career goals. |
format |
Article in Journal/Newspaper |
author |
Jones, Brett D. Sahbaz, Sumeyra Schram, Asta B. Chittum, Jessica R. |
spellingShingle |
Jones, Brett D. Sahbaz, Sumeyra Schram, Asta B. Chittum, Jessica R. Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
author_facet |
Jones, Brett D. Sahbaz, Sumeyra Schram, Asta B. Chittum, Jessica R. |
author_sort |
Jones, Brett D. |
title |
Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
title_short |
Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
title_full |
Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
title_fullStr |
Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
title_full_unstemmed |
Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland |
title_sort |
using psychological constructs from the music model of motivation to predict students’ science identification and career goals: results from the u.s. and iceland |
publishDate |
2017 |
url |
https://phrepo.phbern.ch/7516/ |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland. International Journal of Science Education, 39 (8), pp. 1089-1108. 10.1080/09500693.2017.1319093 <http://dx.doi.org/10.1080/09500693.2017.1319093> |
op_relation |
https://phrepo.phbern.ch/7516/1/MUSICmodel_2017.pdf Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: results from the U.S. and Iceland. International Journal of Science Education, 39 (8), pp. 1089-1108. 10.1080/09500693.2017.1319093 <http://dx.doi.org/10.1080/09500693.2017.1319093> 10.1080/09500693.2017.1319093 https://phrepo.phbern.ch/7516/ |
op_rights |
info:eu-repo/semantics/restrictedAccess |
op_doi |
https://doi.org/10.1080/09500693.2017.1319093 |
container_title |
International Journal of Science Education |
container_volume |
39 |
container_issue |
8 |
container_start_page |
1089 |
op_container_end_page |
1108 |
_version_ |
1810451275472437248 |