Robinson Kristy A, Perez Tony, Carmel Justin H, Linnenbrink-Garcia Lisa
Michigan State University, East Lansing, MI, United States.
Old Dominion University, Norfolk, VA, United States.
Contemp Educ Psychol. 2019 Jan;56:180-192. doi: 10.1016/j.cedpsych.2019.01.004. Epub 2019 Jan 7.
This investigation of undergraduates' heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes () using growth mixture modeling. Underrepresented minorities were more likely to exhibit science identities versus patterns. Students with higher perceived competence were more likely classified into the class compared to the other classes. Students classified into the class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students' identities shift within a single semester and supporting science perceived competence before college may support students' science identity development.
本研究通过增长混合模型，对本科学生在基础化学课程中的异质科学身份轨迹进行了调查，确定了三个潜在类别。与其他模式相比，代表性不足的少数族裔更有可能展现出科学身份模式。与其他类别相比，自我认知能力较高的学生更有可能被归类到该类别。与其他两个类别相比，被归类到该类别的学生在期末考试中得分显著更高，并且在秋季和春季学期似乎更有可能继续攻读STEM专业。结果表明，一些学生的身份在一个学期内会发生转变，并且在大学之前提升对科学的认知能力可能有助于学生科学身份的发展。
