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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Main Author: Mojtaba Jahanifar (Author)
Format: Book
Published: Shahid Chamran University of Ahvaz, 2022-05-01T00:00:00Z.
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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.