TY - JOUR
T1 - Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students
T2 - An Application of SEM Tree
AU - Alhadabi, Amal
N1 - Publisher Copyright:
© Copyright © 2021 Alhadabi.
PY - 2021/9/9
Y1 - 2021/9/9
N2 - The current study explored the associations between non–cognitive science-related variables, i.e., science interest, utility, self-efficacy, science identity, and science achievement in a serial mediation model. The study also further explored the potential heterogeneity in the model parameters using one of the data-mining techniques, which is the structural equation model (SEM) Tree. Data on 14,815 high school students were obtained from a large-scale database High School Longitudinal Study of 2009 (HSLS:09). The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity. The strength of direct effects considerably varied across students, resulting in classifying them into four subgroups. For instance, among females with a low SES subgroup, developing substantial science interest would result in better science self-efficacy and science identity that flourish science achievement. These valuable findings provide fruitful tailored recommendations, elevating the science achievement in the subgroups (146 words).
AB - The current study explored the associations between non–cognitive science-related variables, i.e., science interest, utility, self-efficacy, science identity, and science achievement in a serial mediation model. The study also further explored the potential heterogeneity in the model parameters using one of the data-mining techniques, which is the structural equation model (SEM) Tree. Data on 14,815 high school students were obtained from a large-scale database High School Longitudinal Study of 2009 (HSLS:09). The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity. The strength of direct effects considerably varied across students, resulting in classifying them into four subgroups. For instance, among females with a low SES subgroup, developing substantial science interest would result in better science self-efficacy and science identity that flourish science achievement. These valuable findings provide fruitful tailored recommendations, elevating the science achievement in the subgroups (146 words).
KW - SEM tree
KW - science achievement
KW - science identity
KW - science interest and science utility
KW - self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85115648276&partnerID=8YFLogxK
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U2 - 10.3389/fpsyg.2021.634120
DO - 10.3389/fpsyg.2021.634120
M3 - Article
C2 - 34566743
AN - SCOPUS:85115648276
SN - 1664-1078
VL - 12
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 634120
ER -