Predicting Science Identity in America's Third Graders Using the New Big Five Personality Model

• In Event: Meeting Contemporary Challenges of K–8 Science Teaching and Learning

Abstract

Understanding the development of science identity in elementary school is integral to the success of broadening participation in STEM initiatives. We used the third-grade wave of the Early Childhood Longitudinal Study of 2010-11 (ECLS K:2011; N=9129) to examine science identity development within the New Big Five Personality Model framework using structural equation modeling. A student’s life narrative as science identity was predicted by classroom experiences and motivational factors. Past performance served as a strong predictor of science identity, but classroom practices, like teaching a broad range of concepts, were also significant predictors. Implications include support for teaching a broad range of content in elementary science and evidence of the relationship between motivational support and science identity.

Authors

• Tracey N. Sulak, Baylor University
  Presenting Author

• Alex Tolar St. Louis, Augusta University
  Presenting Author

• Liesel Lutz, Baylor University
  Presenting Author

• Kailah Hall, Baylor University
  Presenting Author