What kind of students persist in science learning in the face of academic challenges?

Journal article


Clarence Ng. (2020) What kind of students persist in science learning in the face of academic challenges? Journal of Research in Science Teaching. 58(2), pp. 195-224. https://doi.org/10.1002/tea.21652
AuthorsClarence Ng
Abstract

Science self‐schemas are students' cognitive generalizations of their selves in learning science. Students who hold contrasting science self‐schemas are hypothesized to learn consistently with their salient self‐conception in science. A survey and an experiment provided complementary evidence supporting the self‐congruent engagement hypothesis. Study 1 surveyed 329 Year 9 Australian students and classified them into three schematic groups based on their responses to questionnaire items assessing self‐knowledge defining the science‐self‐schema concept. The results showed that positive, average and negative schematics held contrasting goals, strategies, and grade aspiration congruent with their self‐conceptions when dealing with challenging science tasks. Due to the presence of a valued self, positive schematics compared to the other two groups had stronger intention to further their studies in science and follow a science career in the future. Study 2 used an experimental design to compare positive, negative and average schematics' coping responses when dealing with a difficult test in science. One hundred and one students who had completed the survey study joined Study 2. The findings confirmed the differences between these three groups. Positive and negative schematics completed the test in a way congruent to their self‐conceptions. In the absence of an elaborated self in science, average schematics had less extreme responses compared to the polarized schematic students. The results derived from two studies indicate that science self‐schemas are important identity‐based conceptions for understanding students' science aspiration and coping responses to challenge science.

Keywordsaspiration; challenge; coping; identity; motivation; self‐schema
Year2020
JournalJournal of Research in Science Teaching
Journal citation58 (2), pp. 195-224
PublisherJohn Wiley & Sons
ISSN0022-4308
Digital Object Identifier (DOI)https://doi.org/10.1002/tea.21652
Scopus EID2-s2.0-85089783239
Publisher's version
File Access Level
Controlled
Publication process dates
Deposited16 Apr 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8vx43/what-kind-of-students-persist-in-science-learning-in-the-face-of-academic-challenges

Restricted files

Publisher's version

  • 2
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

A study into wellbeing, student engagement and resilience in early-adolescent international school students
McKeering, Phillipa, Hwang, Yoon-Suk and Ng, Clarence. (2021) A study into wellbeing, student engagement and resilience in early-adolescent international school students. Journal of Research in International Education. 20(1), pp. 69-92. https://doi.org/10.1177/14752409211006650
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses
Ng, Clarence, Graham, Steve, Lau, Kit-Ling, Liu, Xinghua and Tang, Kit-Yi. (2021) Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. 107, p. 101751. https://doi.org/10.1016/j.ijer.2021.101751
Subject choice and perezhivanie in mathematics : A longitudinal case study
Ng, Clarence. (2021) Subject choice and perezhivanie in mathematics : A longitudinal case study. Educational Studies in Mathematics. pp. 1-17. https://doi.org/10.1007/s10649-021-10050-3
Do children with reading difficulties experience writing difficulties? A meta-analysis
Graham, Steve, Aitken, A. Angelique, Hebert, Michael, Camping, April, Santangelo, Tanya, Harris, Karen R., Eustice, Kristi, Sweet, Joseph D. and Ng, Clarence. (2020) Do children with reading difficulties experience writing difficulties? A meta-analysis. Journal of Educational Psychology. pp. 1-26. https://doi.org/10.1037/edu0000643
Mathematics self-schema, motivation, and subject choice intention: A multiphase investigation
Clarence Ng. (2020) Mathematics self-schema, motivation, and subject choice intention: A multiphase investigation. Journal of Educational Psychology. https://doi.org/10.1037/edu0000629
Writing motivational incentives of middle school emergent bilingual students
April Camping, Steve Graham, Clarence Ng, Angelique Aitken, John M. Wilson and Jeanne Wdowin. (2020) Writing motivational incentives of middle school emergent bilingual students. Reading and Writing. 33(9), pp. 1-30. https://doi.org/10.1007/s11145-020-10046-0
High school students' motivation to learn mathematics : The role of multiple goals
Ng, Chi-hung Clarence. (2018) High school students' motivation to learn mathematics : The role of multiple goals. International Journal of Science and Mathematics Education. 16(2), pp. 357-375. https://doi.org/10.1007/s10763-016-9780-4
Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation
Ng, Chi-hung. (2016) Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation. In In C. C. Ng, R. Fox and M. Nakano (Ed.). Reforming learning and teaching in Asia-Pacific universities pp. 275 - 296 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0431-5_13
Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region
Ng, Chi-hung, Nakano, Michiko and Fox, Robert. (2016) Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region. In In C. C. Ng, R. Fox and M. Nakano (Ed.). Reforming learning and teaching in Asia-Pacific universities pp. 3 - 25 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0431-5_1
Learners' goal profiles and their learning patterns over an academic year
Ng, Chi-hung. (2015) Learners' goal profiles and their learning patterns over an academic year. International Review of Research in Open and Distance Learning. 16(3), pp. 86 - 109. https://doi.org/10.19173/irrodl.v16i3.1951
Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year
Ng, Chi-hung. (2014) Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year. Educational Psychology. 34(6), pp. 730 - 762. https://doi.org/10.1080/01443410.2013.832151
Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong
Ng, Chi-hung. (2012) Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong. Teaching Education. 23(4), pp. 387 - 410. https://doi.org/10.1080/10476210.2012.705824
Teachers' perceptions of declining participation in school music
Ng, Chi-hung and Hartwig, Kay. (2011) Teachers' perceptions of declining participation in school music. Research Studies in Music Education. 33(2), pp. 123 - 142. https://doi.org/10.1177/1321103X11423598