Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data
Apstrakt
Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person-centered approach, this article investigates self-related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15-year-old-students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could... not be explained by students' variability in immigrant background or ESCS across the examined groups.
Ključne reči:
student profiles / science / PISA / person‐ / Italy / centered approachIzvor:
Science Education, 2021, 105, 2, 438-468Izdavač:
- Wiley, Hoboken
DOI: 10.1002/sce.21611
ISSN: 0036-8326
WoS: 000624753700009
Scopus: 2-s2.0-85099057639
Institucija/grupa
Psihologija / PsychologyTY - JOUR AU - Radišić, Jelena AU - Selleri, Patrizia AU - Carugati, Felice AU - Baucal, Aleksandar PY - 2021 UR - http://reff.f.bg.ac.rs/handle/123456789/3297 AB - Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person-centered approach, this article investigates self-related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15-year-old-students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could not be explained by students' variability in immigrant background or ESCS across the examined groups. PB - Wiley, Hoboken T2 - Science Education T1 - Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data EP - 468 IS - 2 SP - 438 VL - 105 DO - 10.1002/sce.21611 ER -
@article{ author = "Radišić, Jelena and Selleri, Patrizia and Carugati, Felice and Baucal, Aleksandar", year = "2021", abstract = "Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person-centered approach, this article investigates self-related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15-year-old-students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could not be explained by students' variability in immigrant background or ESCS across the examined groups.", publisher = "Wiley, Hoboken", journal = "Science Education", title = "Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data", pages = "468-438", number = "2", volume = "105", doi = "10.1002/sce.21611" }
Radišić, J., Selleri, P., Carugati, F.,& Baucal, A.. (2021). Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data. in Science Education Wiley, Hoboken., 105(2), 438-468. https://doi.org/10.1002/sce.21611
Radišić J, Selleri P, Carugati F, Baucal A. Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data. in Science Education. 2021;105(2):438-468. doi:10.1002/sce.21611 .
Radišić, Jelena, Selleri, Patrizia, Carugati, Felice, Baucal, Aleksandar, "Are students in Italy really disinterested in science? A person-centered approach using the PISA 2015 data" in Science Education, 105, no. 2 (2021):438-468, https://doi.org/10.1002/sce.21611 . .