Implicit theories,epistemic beliefs,and science motivation: A person-centered approach |
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| Authors: | Jason A Chen |
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| Institution: | 1. Department of Social and Developmental Psychology, University of Rome “Sapienza”, Italy;2. University of Maryland, College Park, MD, USA;3. University of Connecticut, CT, USA;2. College of Education, Hankuk University of Foreign Studies, Seoul, Republic of Korea;3. Graduate School of Education, Inha University, Incheon, Republic of Korea;1. Drexel University School of Education, 3001 Market St., Philadelphia, PA, 19104, United States;2. Post-Doctoral Scholar, Creative Interdisciplinary Research in Graduate Education (CIRGE) Program, Department of Chemistry, Drexel University, 32 South 32nd St., Disque Hall, Office 415, Philadelphia, PA, 19104, United States;3. Jefferson (Philadelphia University + Thomas Jefferson University), East Falls Campus (Downs 24B), 4201 Henry Ave, Philadelphia, PA, 19144, United States |
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| Abstract: | The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction. |
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