Science Self-schemas and challenging science

new article by ILSTE’s Professor Clarence Ng researched the question - What motivates high school students to persist with challenging science? Science self-schemas are students' cognitive generalizations of their selves in learning science. Convergent evidence derived from a survey and an experiment involving Year 9 Australian students supports that science self-schemas are important identity-based conceptions for understanding students' science aspiration and coping with challenging science. Both studies found that students who held contrasting science self-schemas learnt consistently with their salient self-conception in science.

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs