Socioeconomic Status and Science Achievement: The Role of Views of Science (Stage 2, 8:35 AM)

• In Event: e-Lightning Ed-Talk Session 20 - Stage 2

Abstract

Socioeconomic status (SES) has been recognized as a predictor of academic
performance; however, the mechanism underlying its influence remains unclear. This
study examines the relationship between students’ socioeconomic status (SES), their
view of science, and science performance using data from the PISA 2015 United
States dataset. The study employed exploratory factor analysis (EFA) to identify the
dimensions of students’ views on science, followed by structural equation modeling
(SEM) to evaluate the hypothesized multiple mediation model. Results suggest that
students’ views of science partially explain how socioeconomic status influences
science performance. Specifically, enjoyment of science, epistemological beliefs,
environmental awareness, and environmental optimism were found to be significant
mediators that explained the relationship between SES and science performance.

Authors

• Yu-Jou Joyce Chou, Pennsylvania State University

• Brian R. Belland, Pennsylvania State University