Relationships of student gender, personal epistemological beliefs, science self-efficacy, attitude, and subjective norms to intended science class enrollment

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dc.contributor.advisor Thomas Andre
dc.contributor.author Haselhuhn, Charlotte
dc.contributor.department Psychology
dc.date 2018-08-23T03:03:06.000
dc.date.accessioned 2020-06-30T07:08:52Z
dc.date.available 2020-06-30T07:08:52Z
dc.date.copyright Sun Jan 01 00:00:00 UTC 1995
dc.date.issued 1995
dc.description.abstract <p>Few students of either gender enroll in high school physics courses, but young women are especially underrepresented. A total of 698 freshmen from five Iowa high schools participated in a study in which Fishbein and Ajzen's Theory of Reasoned Action was applied to the study of the attitudes and social support that influence decisions to enroll in high school physics, chemistry, and biology classes. Attitude toward enrollment and social support for enrollment predicted enrollment intent, with gender, academic ability, and self-efficacy explaining a small but significant portion of additional variance. Examination of beliefs underlying attitudes and subjective norms suggests that for physics enrollments to increase, students need to feel that they would be successful if they took a physics class, class activities must be enjoyable for male and female students, and parents and students must be aware of the advantages of taking high school physics.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/10938/
dc.identifier.articleid 11937
dc.identifier.contextkey 6430487
dc.identifier.doi https://doi.org/10.31274/rtd-180813-10100
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/10938
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/64139
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/10938/r_9540898.pdf|||Fri Jan 14 18:31:23 UTC 2022
dc.subject.disciplines Educational Psychology
dc.subject.disciplines Science and Mathematics Education
dc.subject.keywords Psychology
dc.title Relationships of student gender, personal epistemological beliefs, science self-efficacy, attitude, and subjective norms to intended science class enrollment
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 796236b3-85a0-4cde-b154-31da9e94ed42
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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