Abstract

Background

Science identity is widely regarded as a key predictor of students’ persistence in STEM fields, while the brain drain in STEM fields is an urgent issue for countries to address. Based on previous studies, it is logical to suggest that epistemological beliefs about science and reflective thinking contribute to the development of science identity. However, few empirical studies have focused on the relationship between these three variables. Therefore, using structural equation modeling, the present study constructed a model to explore the relationship between epistemological beliefs, reflective thinking, three science identity shaping constructs (interest, competence/performance beliefs, external recognition), and the holistic impression on science identity (a single indicator).

Results

The results indicated that the epistemological beliefs were positively correlated with interest and reflective thinking, as well as the direct effects of reflective thinking on interest or competence/performance beliefs were significant. In terms of indirect effect, interest plays a mediating role in the relationship between epistemological beliefs and holistic impression on science identity, while the mediation effect of competence/performance beliefs was not significant. Epistemological beliefs contributed to the holistic impression on science identity via reflective thinking, competence/performance beliefs, and interest or external recognition.

Conclusion

The results of this study reveal that epistemological beliefs and reflective thinking have a direct effect on science identity. In addition, epistemological beliefs have an indirect effect on scientific identity through reflective thinking. These provide insights for educators to figure out how to develop students’ science identity by enhancing their epistemological beliefs and reflective thinking. Practical educational implications are also further discussed in the present study.

Details

Title
The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis
Author
Guo, Xipei 1 ; Hao, Xuemin 2 ; Deng, Wenbo 2 ; Ji, Xin 2 ; Xiang, Shuoqi 1 ; Hu, Weiping 3   VIAFID ORCID Logo 

1  Shaanxi Normal University, MOE Key Laboratory of Modern Teaching Technology, Xi’an, China (GRID:grid.412498.2) (ISNI:0000 0004 1759 8395) 
2  Shaanxi Normal University, MOE Key Laboratory of Modern Teaching Technology, Xi’an, China (GRID:grid.412498.2) (ISNI:0000 0004 1759 8395); Shaanxi Normal University, School of Education, Xi’an, Shaanxi, China (GRID:grid.412498.2) (ISNI:0000 0004 1759 8395) 
3  Shaanxi Normal University, MOE Key Laboratory of Modern Teaching Technology, Xi’an, China (GRID:grid.412498.2) (ISNI:0000 0004 1759 8395); Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, Shaanxi Normal University Branch, Beijing, China (GRID:grid.20513.35) (ISNI:0000 0004 1789 9964) 
Publication year
2022
Publication date
Dec 2022
Publisher
Springer Nature B.V.
e-ISSN
21967822
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1186/s40594-022-00355-x
ProQuest document ID
2677954966
Copyright
© The Author(s) 2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.