ABSTRACT
Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students' education, are related to school tracking, and demonstrate robust relations with students' personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs. Supplementary Information: The online version contains supplementary material available at 10.1007/s10648-022-09661-w.
ABSTRACT
One of the most powerful determinants of course selection in upper secondary level is undoubtedly students' self-concept. Students with a high self-concept in a domain are more likely to select a course in that domain. However, according to the dimensional comparison theory, the formation of self-concept includes comparison processes with self-concepts in other domains. Regarding gender, females are less likely to choose physics and are more likely to have lower STEM self-concepts as well as lower aspirations toward STEM careers than males. In Germany, students in Grade 10 choose specific academic tracks to attend during upper secondary school. The academic track choice goes in hand with choosing advanced courses. This choice entails the decision about whether to pursue STEM subjects. We adopted the person-centered approach of latent profile analysis (LPA) to investigate the patterns of students' self-concepts across the five domains, math, biology, reading, English, and physics. Furthermore, we investigated how those patterns influence educational choices regarding science subjects in upper secondary school in Germany. Based on a sample of 1,658 students, we tested whether the distinct profiles of self-concept in different domains in Grade 8 predicted gendered science course selection in Grade 10 as well as career aspirations in science. LPAs yielded four distinct profiles of self-concept that differed in level and shape: high math, high verbal, low overall, and high overall. These profiles were equivalent across gender. Gender differences were manifested in the relative distribution across the four profiles: females were more present in the low overall and high verbal-related self-concept profiles and males in the overall high and high math-related self-concept profiles. The profiles differed regarding abilities, choice of science course in upper secondary level, and science career aspirations.
ABSTRACT
National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quality based on LSA can only be helpful if valid information on students' achievement levels is provided. In the present study, the nature of the measurement instruments based on the German Educational Standards in Biology is examined. On the basis of data from 3,165 students in Grade 10, we present dimensional analyses and report the relationship between different subdimensions of biology literacy and cognitive covariates such as general cognitive abilities and verbal skills. A theory-driven two-dimensional model fitted the data best. Content knowledge and scientific inquiry, two subdimensions of biology literacy, are highly correlated and show differential correlational patterns to the covariates. We argue that the underlying structure of biology should be incorporated into curricula, teacher training and future assessments.
