ERIC Number: ED348230
Record Type: RIE
Publication Date: 1992
Reference Count: 0
Structural Equation Modeling of Science and Mathematics Achievements of Secondary I Females in Arab Jerusalem: An Application of the Theory of Planned Behavior.
Arditzoglou, Sophia Yani; Crawley, Frank E., III
This study utilizes the Theory of Planned Behavior (TPB) as the theoretical framework from which to explore the factors that have a determining influence upon science and mathematics achievement. The study makes every effort to expand the utility of TPB by assessing its applicability with respect to the achievement of 10th grade female Palestinian students in the academic areas of mathematics, life sciences, and general science (which includes chemistry and physics). Furthermore, the study focuses on 10th grade science and mathematics achievements because these are the criteria that are used in the irrevocable "streaming" of Palestinian students leading directly to the under-representation of female students in the scientific academic track by grade 11. Of the 271 participants, an approximately equal number responded to the mathematics, life science, and general science questionnaires, respectively. Simple correlation analyses revealed that previous achievement and anticipated scores are significantly correlated to mathematics and science achievement measures, that career goals are significantly correlated to mathematics and life science achievement measures, that mother's educational level is significantly correlated to mathematics achievement, and that father's educational level is significantly correlated to life science achievement. LISREL (LInear Structural RElations) analyses of 10 structural equation models also indicated that: (1) the addition of a path coefficient from previous behavior to future behavior within the TPB model is applicable to the prediction of achievement intention; (2) achievement intention does not directly influence achievement; (3) previous achievement directly influences future achievement; and (4) both attitude and perceived behavioral control, but not subjective norm, influence achievement intention. (31 references) (Author/JJK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Israel (Jerusalem); Palestinian Arabs
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March, 1992).