Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree

Amal Alhadabi*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


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).

Original languageEnglish
Article number634120
JournalFrontiers in Psychology
Publication statusPublished - Sept 9 2021


  • SEM tree
  • science achievement
  • science identity
  • science interest and science utility
  • self-efficacy

ASJC Scopus subject areas

  • Psychology(all)

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