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Science Self-schemas and challenging science

A  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.
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