Assessing gender differences in the model of physics academic self-concept
IntroductionThe academic self-concept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic self-concept can have positive educational consequences is trending. Academic self-concept is an individual's se...
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Shahid Chamran University of Ahvaz,
2022-05-01T00:00:00Z.
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LEADER | 00000 am a22000003u 4500 | ||
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001 | doaj_8108562b51fa4d11a0f993ad016f61ae | ||
042 | |a dc | ||
100 | 1 | 0 | |a Mojtaba Jahanifar |e author |
245 | 0 | 0 | |a Assessing gender differences in the model of physics academic self-concept |
260 | |b Shahid Chamran University of Ahvaz, |c 2022-05-01T00:00:00Z. | ||
500 | |a 2008-8817 | ||
500 | |a 2588-672X | ||
500 | |a 10.22055/edus.2022.39113.3300 | ||
520 | |a IntroductionThe academic self-concept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic self-concept can have positive educational consequences is trending. Academic self-concept is an individual's self-evaluation and self-perception of his/her general ability in a specific academic domain. Academic self-concept can play an influential role in one's academic motivation and academic choices So far, models have been developed for science, followed by instruments for measuring academic self-concept, including physics as a branch of science. If we seek more profound and more effective teaching and learning methods in physics education, our greater awareness of the physics academic self-concept and a better understanding of its impact will play a decisive role in the learning process. a combination of direct educational interventions (such as improving academic self-concept) and indirect educational interventions (like improving knowledge and skills) are the among most successful ways to achieve the desired learning outcomes. Therefore, it is crucial to have a deep understanding of student's academic self-concept in physics. The study objective was to investigate the relationship between physics academic self-concept and gender differences in Iranian students.MethodData were collected from a sample of 603 male and female students in the science-based and calculus-based disciplines of the tenth to twelfth grades of Iranian secondary high schools. Confirmatory factor analysis and psychometric methods were used to standardize the Physics Academic Self-Concept Questionnaire. ResultsThe results showed that the academic self-concept questionnaire has an appropriate structural validity and the relationship between the physics academic self-concept and students' gender is significant.DiscussionThe structure of the physics academic self-concept model was different between boys and girls, and female students had lower academic self-concept scores than male students. It is suggested that gender differences be considered in physics education and the necessary intervention be made to improve the physics academic self-concept in Iranian schools. | ||
546 | |a FA | ||
690 | |a physics education | ||
690 | |a academic self-concept | ||
690 | |a gender differences | ||
690 | |a sem | ||
690 | |a Education | ||
690 | |a L | ||
655 | 7 | |a article |2 local | |
786 | 0 | |n مجله علوم تربیتی, Vol 29, Iss 1, Pp 81-102 (2022) | |
787 | 0 | |n https://education.scu.ac.ir/article_17617_4af1897be9dd377cbc1ad1b77820e43f.pdf | |
787 | 0 | |n https://doaj.org/toc/2008-8817 | |
787 | 0 | |n https://doaj.org/toc/2588-672X | |
856 | 4 | 1 | |u https://doaj.org/article/8108562b51fa4d11a0f993ad016f61ae |z Connect to this object online. |