Boys' and Girls' Self-beliefs, Engagement, and Aspirations in Physics.
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| Title: | Boys' and Girls' Self-beliefs, Engagement, and Aspirations in Physics. |
|---|---|
| Authors: | Yeung, Alexander Seeshing1,2, Kuppan, Logantham2, Kadir, Munirah Shaik2, Foong, See Kit2 |
| Source: | International Journal of Learning. 2011, Vol. 17 Issue 10, p397-417. 21p. |
| Subject Terms: | *Physics education, *Student aspirations, *Science students, *Learning, *Science education, *Motivation (Psychology), *Belief & doubt, *Education of boys, *Women's education, Engagement (Philosophy) |
| Abstract: | Students' self-beliefs and engagement in learning are known to be associated with learning outcomes. In learning physics, students' self-efficacy and engagement in physics as well as their inclination to scientific inquiry are likely to influence their views of future opportunities and aspirations in a career that is related to physics. However, some gender differences may also exist. A sample of students from secondary 1 (7th grade) in Singapore responded to survey items that asked about five constructs: self-efficacy, engagement, inquiry, job opportunity, and career aspiration, all pertaining to the domain of physics. Confirmatory factor analysis defined the five constructs. Self-efficacy, engagement, and inquiry were positively correlated with both perceived job opportunity and career aspiration, but their correlations with self-efficacy appear to be higher, indicating that self-efficacy may be a relatively stronger factor in relation to students' views about their future. Multivariate analysis of variance (MANOVA) found that boys and girls did not differ significantly in engagement, inquiry, and perceived job opportunity, indicating that they worked similarly hard, were both inclined to engaging in scientific inquiry, and had similar views toward future opportunity. However , boys had significantly higher self-efficacy in physics and higher career aspiration for a career related to physics. Considering contemporary gender imbalance in the job market of physics-related professions, it is important to enhance girls' self-efficacy in physics in order to attract females to join the field. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learning is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 64439298 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 397 Subjects: – SubjectFull: Physics education Type: general – SubjectFull: Student aspirations Type: general – SubjectFull: Science students Type: general – SubjectFull: Learning Type: general – SubjectFull: Science education Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Belief & doubt Type: general – SubjectFull: Education of boys Type: general – SubjectFull: Women's education Type: general – SubjectFull: Engagement (Philosophy) Type: general Titles: – TitleFull: Boys' and Girls' Self-beliefs, Engagement, and Aspirations in Physics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yeung, Alexander Seeshing – PersonEntity: Name: NameFull: Kuppan, Logantham – PersonEntity: Name: NameFull: Kadir, Munirah Shaik – PersonEntity: Name: NameFull: Foong, See Kit IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2011 Type: published Y: 2011 Numbering: – Type: volume Value: 17 – Type: issue Value: 10 Titles: – TitleFull: International Journal of Learning Type: main |
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