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  1. Oct 8, 2019 · Where science has often expanded and liberated our sense of self, scientism has constrained it. Across the arc of the past 150 years, we can see both science and scientism shaping human identity ...

    • Nathaniel Comfort
    • 2019
  2. 2 days ago · Field biology courses can be formative learning experiences that develop students’ science identities. Yet, they can also pose challenges to students that may disaffirm their science identities—especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students’ social (e.g., gender) and personal (e.g., where they grew up ...

  3. Nov 30, 2018 · The novel contribution to the science identity field highlights the specific multi-component ways in which students endorse science identity in middle school and early high school. There was an important finding that science identity has a complex differential function in supporting student’s optional science choices by gender.

    • Paulette Vincent-Ruz, Christian D. Schunn
    • 2018
  4. May 19, 2023 · Many theories of motivation recognize a person’s identity adds value to the prediction of behavior; albeit indirectly, through constructs such as social norms, self-efficacy, perceived behavioral control, and values. Recently, behavioral research has more directly assessed the influence of identity on behavior; however, it is unclear whether ...

  5. Oct 11, 2019 · Identity production is a complex process in which a person determines who he or she is via internal dialogue and sociocultural participation. Understanding identity production is important in biology education, because students’ identities impact classroom experiences and their willingness to persist in the discipline. Thus, we suggest that educators foster spaces where students can engage ...

    • Paul T Le, Leanne Doughty, Amreen Nasim Thompson, Laurel M Hartley
    • 2019
  6. May 1, 2020 · From high school M4SJ, Calvin used the idea of mathematics as “real-to-his-life” to narrate his identity as a science learner who can use math to explore phenomena of interest to him. In the problem-based, reformed mathematics course, connections to real life were present (e.g., the physics of a Ferris wheel), but they were made for students by instructors and curricular materials.

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  8. The model considers identity as multifaceted, so different aspects of identity (e.g., academic, social/relational, familial, ethnic/cultural, interest-based) can influence the value of self-regulatory behaviors to the extent that such aspects are salient and perceived as relevant to the decision (see also 32). Key features of identity thought to facilitate its effectiveness in adulthood ...

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