Relating teenagers' science interest network characteristics to later science course enrolment : An analysis of Australian PISA 2006 and Longitudinal Surveys of Australian Youth data

• Published in: The Australian journal of education Vol. 64; no. 3; pp. 264 - 281
• Main Authors: Sachisthal, Maien S.M., Jansen, Brenda R.J., Dalege, Jonas, Raijmakers, Maartje E.J.
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.11.2020; Sage Publications Ltd
• Subjects: Achievement Tests; Adolescents; Biology; Chemistry; Course Selection (Students); Enrollment Influences; Foreign Countries; Grade 10; Grade 12; High School Students; Intention; International Assessment; Knowledge Level; Longitudinal Studies; Longitudinal Surveys of Australian Youth (LSAY); Network analysis; Networks; Organic Chemistry; Physics; Polls & surveys; Predictive measurement; Predictor Variables; Programme for International Student Assessment (PISA); Science Careers; Science Curriculum; Science education; Science Interests; Secondary education; Secondary School Science; Secondary school students; Self Concept; Student Evaluation; Subject selection (Students); Surveys; Upper secondary years; Value Judgment; Australia; prediction; subject selection; network analysis; secondary school; Science interest; science courses
• ISSN: 0004-9441; 2050-5884
• DOI: 10.1177/0004944120957477

Recently, students' interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International Student Assessment (PISA) 2006 and Longitudinal Surveys of Australian Youth 2008 data (N=4758) to investigate relationships between the network characteristics of Year 10 students with their decision to enrol in a science course in Year 12. Specifically, we identified indicators central to the SINM and tested whether they predicted chemistry, physics and biology course enrolment. Students' intentions to pursue a science-related study or career (future intentions in science) and their enjoyment of science (science enjoyment) were the most central indicators for all three science courses. Centrality was strongly related to course enrolment (r=.36-.74), lending support to the validity of network theory in the context of science interest, as central indicators may play an influential role within the network. [Author abstract]