A Situated Expectancy-Value Approach to Understanding Indian and American Adolescents’ Science Attitudes and Beliefs (Poster 11)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 2

Abstract

This cross-cultural study explored adolescent students’ attitudes toward science. Participants were 12-16-year-old Indian and U.S. American adolescents (N = 1,023) who completed a survey based on Situated Expectancy-Value Theory (SEVT; Eccles & Wigfield, 2020). Participants rated their science ability, how much hard work is required for science learning, and the intrinsic value, utility value, and attainment value of science. Indian adolescents gave higher ratings across all variables compared to American adolescents. Indian and American girls rated the attainment value of science and hard work required in science learning higher than boys. Ratings for ability, intrinsic value, utility value, and attainment value decreased with age. Implications for understanding the development of science-related beliefs from a cross-cultural context will be discussed.

Authors

• Khushboo S. Patel, University of Louisville

• Judith H Danovitch, University of Louisville

• Allison Master, University of Houston