Effects of self-evaluated value and cognition on leisure science engagement

Brady Michael Jack, Hsiao-Ching She, Huann shyang Lin*

*此作品的通信作者

研究成果: Article同行評審

2 引文 斯高帕斯(Scopus)

摘要

This study uses the Taiwan Programme for International Student Assessment (PISA) 2006 Main Survey and Taiwan PISA 2015 Field Trial survey datasets to investigate how self-evaluated values (i.e. personal and general) and cognitive factors (i.e. self-efficacy and self-concept) of two groups of Taiwanese 15-year-old students separated by 8 years of classroom-presented science instruction experience impact leisure engagement in science learning activities. To compare differences between these two groups, we verified the statistical fitness of a newly created five-factor model called the self-evaluated values and cognition, and engagement, which revealed a good model fit to both PISA datasets. Results from critical ratio for differences analyses showed a significant increase in pathway parameter strength for students’ personal value of science, and a significant decrease in pathway parameter strength for students’ science self-efficacy between the two PISA survey cycles. Examination of results and their importance for science educators, investigators, and policy-makers is also offered.

原文English
頁(從 - 到)341-354
頁數14
期刊International Journal of Science Education, Part B: Communication and Public Engagement
6
發行號4
DOIs
出版狀態Published - 1 10月 2016

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