From Science Student to Scientist: Predictors and Outcomes of Multiple Science Identity Development Trajectories

• In Event: 34.026 - Advances in Self-Concept Research

Abstract

This five-year longitudinal study investigates heterogeneous patterns of science identity development during college, as well as the antecedents and consequences of these patterns of development. Growth mixture modeling was used to identify latent classes with qualitatively different change patterns of science identity. Two classes emerged, one characterized as High and Stable, the other as Moderate and Declining. Class membership was significantly associated with gender and initial self-efficacy for science tasks, but not initial academic perceived competence. In addition, students in the High and Stable class were significantly more likely to report being involved in science careers or fields after college graduation than students in the Moderate and Declining class.

Authors

• Kristy A. Robinson, Michigan State University

• Tony Perez, Old Dominion University

• Amy K. Nuttall, Michigan State University

• Cary J. Roseth, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University