TY  - 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 . .