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Commitment to Science and Perception of Scientist Identity in Predicting Intention to Pursue Postgraduate Education

Year 2023, Volume: 24 Issue: 2, 126 - 142, 24.07.2023
https://doi.org/10.12984/egeefd.1189198

Abstract

In this study, in which a relational survey design was used, it was examined whether university students' commitment to science and their perceptions of their identity as a scientist were important determinants of their decision to pursue postgraduate education. Participants consisted of 315 second year undergraduate students who were enrolled in different programs at a higher education institution. The Commitment to Science Scale, the Scientist Identity Scale, and the Postgraduate Education Intent Scale were used as data collection tools. The stepwise regression analysis method was used to determine the level of contribution of the study variables predicting participants' intentions to pursue postgraduate education. The results showed that commitment to science and perception of identity as a scientist were significant predictors of the decision to pursue postgraduate education, and the variable of scientist identity was found to be the strongest variable explaining the participants' intentions for postgraduate education. The results draw attention to the positive aspects and importance of psychological variables related to science in creating commitment to postgraduate careers. The proliferation of a science culture that embraces undergraduate students in a campus setting can encourage students to pursue a career in science by helping them progress towards becoming a scientist.

References

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Lisansüstü Eğitim Alma Kararını Yordamada Bilime Bağlılık ve Bilim İnsanı Kimliği Algısı

Year 2023, Volume: 24 Issue: 2, 126 - 142, 24.07.2023
https://doi.org/10.12984/egeefd.1189198

Abstract

İlişkisel tarama deseninin kullanıldığı bu araştırmada mevcut üniversite öğrencilerinin bilime bağlılıkları ve bilim insanı kimliğine ilişkin algılarının mezuniyet sonrası lisansüstü eğitim alma kararlarında önemli belirleyiciler olup olmadığı incelenmiştir. Bu amaçla çalışmanın katılımcıları bir yükseköğretim kurumunun eğitim fakültesine bağlı farklı programlarda öğrenimlerine devam eden 315 ikinci sınıf öğrencisinden oluşmaktadır. Araştırma kapsamında veri toplamak amacıyla Bilime Bağlılık Ölçeği, Bilim İnsanı Kimliği Ölçeği ve Lisansüstü Eğitim Niyeti Ölçeği kullanılmıştır. Bağımsız değişkenlerin lisansüstü eğitim alma niyetini ne düzeyde yordadığını belirlemek için aşamalı regresyon analizi yöntemi kullanılmıştır. Araştırma sonuçları, bilime bağlılığın ve bilim insanı olarak kimlik algısının lisansüstü eğitim alma kararının anlamlı birer yordayıcısı olduğunu ancak bilim insanı kimliği algısının öğrencilerin mezuniyet sonrası lisansüstü eğitime devam etme konusundaki niyetlerini açıklayan en güçlü değişken olduğunu göstermiştir. Sonuçlar, bilimle ilgili bu psikolojik değişkenlerin lisansüstü kariyere bağlılık yaratmada olumlu yönüne ve önemine dikkat çekmektedir. Kampüs ortamında lisans öğrencilerini kucaklayan bir bilim kültürünün yaygınlaşması, öğrencileri bilim insanı olma kararlılığına doğru ilerlemelerine yardımcı olarak bilim alanında kariyer yapmaya teşvik edebilir.

References

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  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582.
  • Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and social identities: Introduction and evidence from a longitudinal study of emerging adults. In M. Azmitia, M. Syed, & K. Radmacher (Eds.), The intersections of personal and social identities. New directions for child and adolescent development (Vol. 120, pp. 1-16). San Francisco, CA: Jossey-Bass.
  • Babajide, V. F. T. (2010). Generative and predict-observe-explain instructional strategies as determinants of senior secondary school students’ achievement and practical skills in physics. (Unpublished doctoral dissertation). University of Ibadan, Nigeria.
  • Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2019). Postgraduate taught students and preparedness for Master’s level study: Polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 43(2), 236-250.
  • Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229. doi: 10.1080/10508400903530044
  • Biological Sciences Curriculum Study [BSCS]. (2006). Why does inquiry matter? Because that’s what science is all about! Dubuque, IA: Kendall/Hunt.
  • Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
  • Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
  • Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching 41(8), 810-834.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri ve analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem Akademi.
  • Bybee, R. W., Carlson-Powell, J., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Columbus: Pearson/Merrill/Prentice Hall.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. doi: 10.1002/tea.20237
  • Chemers, M. M., Zurbriggen, E., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491. doi: 10.1111/j.1540-4560.2011.01710.x
  • Chen, S., & Wei, B. (2020). Development and validation of an instrument to measure high school students’ science identity in science learning. Research in Science Education, 52, 111-126. doi: 10.1007/s11165-020-09932-y
  • Cooper, J., Jabanoski, K., & Kaplan, M. (2019). Exploring experiential opportunity impacts on undergraduate outcomes in the geosciences. Journal of Geoscience Education, 67(3), 249-265. doi: 10.1080/10899995.2019.1581394
  • Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education the impact of undergraduate research programs. American Educational Research Journal, 50(4), 683-713. doi: 10.3102/0002831213482038
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: W. H. Freeman and Company.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I temel kavramlar ve işlemler. Ankara: Pegem Akademi.
  • Freeman, E. (2012). The design and implementation of a career orientation course for undergraduate majors. College Teaching, 60,154-163. doi: 10.1080/87567555.2012.669424
  • Gee, J. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
  • Hair, J. F., Babin, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis: Pearson new international edition (7th ed.). Harlow, UK: Pearson Education.
  • Henderson, T. S., Shoemaker, K. A., & Lattuca, L. R. (2022). Career calculus: Assessing the psychological cost of pursuing an engineering career. Journal of Engineering Education, 111(4), 770-791. doi: 10.1002/jee.20474
  • Heppner, P. P., Bruce E., Wampold, B. E., & Kivlighan, D. M. (2008). Research design in counseling (3rd ed.). Belmont: Thomson Brooks/Cole.
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397-406. doi: 10.1037/0003-066X.51.4.397
  • Hrabowski, F. A. (2018). Broadening Participation in American Higher Education- A special focus on the underrepresentation of African Americans in STEM disciplines. The Journal of Negro Education, 87(2), 99-109.
  • İlter, İ. (2020). Akademik başarı, lisansüstü eğitim farkındalığı ve lisansüstü eğitim niyeti arasındaki ilişkiler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 117-156. doi: 10.30964/auebfd.582502
  • İlter, İ. (2022). Subjective task values as predictors of undergraduate students' intentions for postgraduate education. Journal of Hasan Ali Yücel Faculty of Education (HAYEF), 19(2), 82-92. doi: 10.54614/hayef.2022.22003
  • Jepsen, D. M., & Varhegyi, M. M. (2011). Awareness, knowledge and intentions for postgraduate study. Journal of Higher Education Policy and Management, 33(6), 605-617. doi: 10.1080/1360080X.2011.621187
  • Karakaya, D., Pelin, M., & Havva, S. (2022). Hemşirelik bölümü öğrencilerinin meslek seçimi ve etkileyen faktörler. Sakarya Üniversitesi Holistik Sağlık Dergisi, 5(3), 342-350. doi: 10.18663/tjcl.320040
  • Kim, W., & Ok, C. (2009). The effects of relational benefits on customers' perception of favorable inequity, affective commitment, and repurchase intention in full-service restaurants. Journal of Hospitality & Tourism Research, 33(2), 227-244. doi: 10.1177/109634800832987
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Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

İlhan İlter 0000-0002-1473-7172

Publication Date July 24, 2023
Published in Issue Year 2023 Volume: 24 Issue: 2

Cite

APA İlter, İ. (2023). Lisansüstü Eğitim Alma Kararını Yordamada Bilime Bağlılık ve Bilim İnsanı Kimliği Algısı. Ege Eğitim Dergisi, 24(2), 126-142. https://doi.org/10.12984/egeefd.1189198