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ERIC Number: EJ1230611
Record Type: Journal
Publication Date: 2019
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0305-7267
Self-Concept Research in Science and Technology Education -- Theoretical Foundation, Measurement Instruments, and Main Findings
Rüschenpöhler, Lilith; Markic, Silvija
Studies in Science Education, v55 n1 p37-68 2019
This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today's research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.
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Publication Type: Journal Articles; Information Analyses
Education Level: Secondary Education; Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales; Self Description Questionnaire; Program for International Student Assessment; Trends in International Mathematics and Science Study