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Post date: Apr 12, 2019 9:3:50 PM
Matthew Shell, Patrick Beymer, Kimberly Alberts, Joshua Rosenberg, & Jennifer Schmidt
Abstract: This paper applies latent profile analysis to repeated-measures data gathered via the Experience Sampling Method in order to investigate whether engagement profile membership was predicted by a number of personal and situational factors including students’ perceived competence, prior academic achievement, status as an underrepresented minority in STEM, gender and teachers’ statements about content relevance. Data were gathered from 244 high school students in 12 science classrooms. Seven distinct engagement profiles were identified, representing different arrays of behavioral, cognitive and affective engagement. Profile membership was found to be significantly predicted by both personal and situational factors including: perceived competence, prior academic achievement, status as an underrepresented minority in STEM, and the extent to which teachers emphasized relevance during instruction.
Structural Relations of Ethnic Identity and Academic/Career Outcomes Among Different Race Groups: Multi-group Analysis
Krystal Lira, You-kyung Lee, Lisa Linnenbrink-Garcia, & Tony Perez
Abstract: Drawing broadly from identity and expectancy value theories and using a longitudinal design, the structural relations of ethnic identity, perceived competence, and academic/choice related outcomes were examined among a sample of African American, Caucasian, and Asian undergraduates using multi-group structural equation modeling. Overall, ethnic identity achievement was unrelated to perceived competence; however, there was a small positive relation between ethnic identity belonging and perceived competence. Perceived competence was positively associated with science achievement and post-graduation science career intentions. Multi-group analyses indicated mean level differences in all variables except perceived competence across racial/ethnic groups. Additionally, some structural relations varied among groups such that there was a small, but significant, negative relation of ethnic identity achievement to career intentions for Asian students, but no significant relation for the other groups. Ethnic identity belonging was negatively associated with cumulative science GPA for Asian students, but was unrelated for other groups. Implications for practice and future research are discussed.
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