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The development of and interplay between secondary school students' individual interests and achievement were investigated using the example of chemistry education. In a two-cohort study with yearly measurement occasions (Grade 6-8, N = 580, M age = 11.6 years in Grade 6; Grade 9-11; N = 473, M age = 14.7 years in Grade 9), we assessed both student...
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Context 1
... Reliability is equal to Cronbach's alpha and, in the case of ACH, equal to WLE reliability. Table 1). ...Context 2
... cf. Table 1). Finally, these estimates of students' achievement, as measured by the test, were linked across measurement waves based on a generalization of the log-meanmean linking following Haberman (2009). ...Context 3
... calculated descriptive statistics on the means, standard deviations, and correlations between variables within measurement waves (i.e., within school grades), as displayed in Table 1. Results support the well-documented finding that, compared to the center of the respective scale, students on average express higher interest in realistic and investigative activities (see Habig et al., 2018;Swarat, Ortony, & Rev- elle, 2012). ...Similar publications
With regard to current controversial public discussions about the credibility of scientific knowledge, it seems particularly important that students possess adequate ideas about the tentativeness of scientific knowledge, which is a key aspect of nature of science. However, international studies show that many pre-service science teachers tend to ha...
Citations
... Researchers have directly correlated the reasons for persistence and retention in STEM disciplines with individual interests (Thiry et al., 2019). Also, studies in the literature have adopted theoretical and quantitative measures to explore the factors that affect students' individual interests in STEM disciplines (Birbili and Tsitouridou, 2008;Knekta et al., 2020;Laine et al., 2020;Habig and Gupta, 2021;Höft and Bernholt, 2021;Ishak et al., 2022). However, studies from the undergraduate level pertaining specifically to the individual interests of students are limited. ...
Despite massive investments in the education sector to empower youth in Qatar, a vital concern remains to retain students in science, technology, engineering, and mathematics (STEM) disciplines at the undergraduate level. Even though the country is committed to fostering a knowledge-based society, the low interest of undergraduates in STEM disciplines remains a vital challenge. To investigate this, the current study uses a survey methodology to investigate the perspectives of 172 undergraduate students to understand quantitatively the factors that influence their individual interests in STEM disciplines. Non-parametric significance tests and binary logistic regressions were employed to quantitatively measure the direct factors and predictors that affect students’ individual interests. Findings indicated that aspects like students’ reason/motivation to join STEM, their interaction with faculty, the habit of skipping classes, the difficulty faced in the curriculum, and their parents’ highest educational qualification have an association with individual interests. Also, it was found that demographics such as age group, ethnicity, undergraduate discipline, undergraduate year, parent’s employment status, and mother’s highest educational qualification do not contribute to significant differences in students’ individual interests. These conclusions provide important implications for educationists and policymakers to devise constructive reforms to enhance undergraduate students’ individual interests, thereby improving their persistence in STEM.
Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motivational characteristics predict universal versus genre-specific text comprehension. The sample consisted of 261 eighth graders (age: M = 14.96; 37.9% girls). Applying path modeling, the results showed that students’ vocabulary was a significant predictor of text comprehension in both genres. Furthermore, reading strategy knowledge predicted text comprehension of a narrative and an expository text. Reading for interest predicted text comprehension in two of three expository texts. Identifying these universal and genre-specific characteristics of text comprehension can enable teachers to foster students’ text comprehension by targeting these specific skills.
Nachhaltigkeit, Photochemie und Elektrochemie bleiben im Jahr 2022 die inhaltlichen, Digitalisierung und Modelle die methodischen Schwerpunkte der experimentell‐konzeptionellen Forschung der Chemiedidaktik. Die empirische Forschung evaluiert digitale Lernumgebungen und interessiert sich zunehmend für die Möglichkeiten künstlicher Intelligenz und maschinellen Lernens.
