INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL

Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.

Science beliefs, political ideology, and cognitive sophistication

Generally, it is assumed that a primary source of contention surrounding science is political and, therefore, that partisan disagreement drives attitudes about various science topics. Other models focus on the roles of basic science knowledge and cognitive sophistication, arguing that these facilitate pro-science beliefs. To test these competing accounts, we identified a range of controversial issues ostensibly subject to ideological disagreement and examined the roles of political ideology, science knowledge, and cognitive sophistication. Results show there is actually very little partisan disagreement on a wide range of contentious scientific issues. We also found very little evidence of motivated reasoning: reasoning ability was instead broadly associated with pro-science beliefs. Finally, one’s level of basic science knowledge was the most consistent predictor of people’s beliefs about science. Results suggest educators and policymakers should focus on increasing basic science literacy and critical thinking rather than the ideologies that purportedly divide people.