An IERI – International Educational Research Institute Journal
Step 1 | Step 2 | Step 3 | Step 4 | Step 5 | ||||||
---|---|---|---|---|---|---|---|---|---|---|
R 2 | student-level (%) | 19.8 | 48.2 | 52.0 | 51.3 | 50.6 | ||||
school-level (%) | 83.6 | |||||||||
Threshold ( SE ) | 2.77 (0.14) | 3.05 (0.22) | 2.70 (0.34) | 2.63 (0.26) | 2.73 (0.26) | |||||
Student-level variables (reference category) | β ( SE ) | β ( SE ) | β ( SE ) | β ( SE ) | β ( SE ) | OR | ||||
Student sex (male) | − 0.31 (0.07)*** | − 0.18 (0.08)* | − 0.17 (0.09)* | − 0.19 (0.08)* | − 0.22 (0.08)** | 0.57 | ||||
Family economic, social and cultural status | 0.42 (0.04)*** | 0.18 (0.04)*** | 0.19 (0.04)*** | 0.20 (0.04)*** | 0.15 (0.04)** | 1.57 | ||||
Student environmental awareness | − 0.12 (0.05)** | − 0.11 (0.05)* | − 0.11 (0.05)* | − 0.10 (0.05)* | 0.79 | |||||
Student enjoyment of science | 0.14 (0.05)** | 0.08 (0.05) | ||||||||
Student interest in broad science topics | 0.17 (0.05)** | 0.13 (0.06)* | 0.20 (0.04)*** | 0.23 (0.04)*** | 1.90 | |||||
Student instrumental motivation in science | 0.04 (0.04) | |||||||||
Student science self-efficacy | 0.12 (0.05)* | 0.12 (0.05)* | 0.15 (0.05)** | 0.14 (0.05)** | 1.36 | |||||
Epistemological beliefs about science | 0.14 (0.04)*** | 0.14 (0.04)*** | 0.14 (0.04)*** | 0.14 (0.04)*** | 1.53 | |||||
Students’ expected occupational status | 0.08 (0.04) | |||||||||
Student test anxiety | − 0.15 (0.04)*** | − 0.13 (0.04)** | − 0.12 (0.04)** | − 0.13 (0.04)** | 0.69 | |||||
Student achievement motivation | 0.04 (0.04) | |||||||||
Student value of co-operation | − 0.15 (0.04)*** | − 0.11 (0.04)** | − 0.13 (0.04)** | − 0.11 (0.04)** | 0.75 | |||||
Student perceived ICT competence | − 0.08 (0.05) | |||||||||
Student perceived autonomy related to ICT use | 0.08 (0.04) | |||||||||
Student educational expectations (Tertiary (NFQ level 8)) | ||||||||||
Lower secondary education | − 0.36 (0.17)* | − 0.37 (0.18)* | − 0.37 (0.17)* | − 0.42 (0.17)* | 0.34 | |||||
Leaving Certificate Applied, Transition Year, VTOS and FÁS programmes | − 0.38 (0.40) | − 0.36 (0.33) | − 0.31 (0.31) | − 0.28 (0.33) | ||||||
Leaving Certificate and Vocational programmes | − 0.48 (0.22)* | − 0.38 (0.17)* | − 0.49 (0.21)* | − 0.48 (0.20)* | 0.29 | |||||
Post-secondary, non-tertiary | − 0.50 (0.37) | − 0.41 (0.29) | − 0.37 (0.29) | − 0.28 (0.30) | ||||||
Tertiary - NFQ levels 6 (higher) and 7 | − 0.21 (0.12) | − 0.20 (0.11) | − 0.24 (0.11) | − 0.23 (0.11) | ||||||
Before going to school: Watch TV\DVD\Video (no) | − 0.16 (0.10) | |||||||||
Before going to school: Internet\Chat\Social networks (e.g. Facebook) (no) | − 0.08 (0.07) | |||||||||
Before going to school: Meet friends or talk to friends on the phone (no) | − 0.06 (0.09) | |||||||||
Before going to school: Exercise or play a sport (no) | − 0.28 (0.10)** | − 0.36 (0.10)*** | − 0.36 (0.10)*** | 0.40 | ||||||
After leaving school: Meet friends or talk to friends on the phone (no) | − 0.09 (0.07) | |||||||||
Member of student’s family (including parent) working in a science-related career (no) | − 0.01 (0.08) | |||||||||
Student-level variables (reference category) | β ( SE ) | β ( SE ) | β ( SE ) | β ( SE ) | β ( SE ) | OR | ||||
Parent perceptions and expectations: child shows interest in working in a science-related career (no) | 0.12 (0.15) | |||||||||
Parent perceptions and expectations: expect child will go into a science-related career (no) | 0.16 (0.16) | |||||||||
Parent perceptions and expectations: child shows interest in studying science after completing secondary school (no) | 0.01 (0.17) | |||||||||
Parent perceptions and expectations: expect child will study science after completing secondary school (no) | − 0.03 (0.19) | |||||||||
Student science activities | 0.01 (0.05) | |||||||||
Students’ past science activities | 0.13 (0.05)** | 0.14 (0.05)* | 0.15 (0.05)** | 1.47 | ||||||
Parental current support for learning at home | − 0.05 (0.04) | |||||||||
Parent view on science | 0.01 (0.05) | |||||||||
Average time per week on science | − 0.01 (0.04) | |||||||||
Adaption of instruction | 0.03 (0.04) | |||||||||
ICT availability at school | − 0.12 (0.04)** | − 0.04 (0.02)* | 0.90 | |||||||
Teacher fairness | − 0.13 (0.05)** | − 0.04 (0.01)** | 0.90 | |||||||
School-level variables | ||||||||||
School mean of family economic, social and cultural status | 0.49 (0.27) | |||||||||
Availability of computers at school | − 0.44 (0.33) | |||||||||
School autonomy | − 0.05 (0.22) | |||||||||
Shortage of educational material | − 0.33 (0.23) | |||||||||
Science specific resources | 0.03 (0.25) | |||||||||
Student-related factors affecting school climate | − 0.09 (0.22) | |||||||||
Fit statistics | Loglikelihood (H0) | -1236.91 | -855.42 | -800.96 | -788.21 | -739.89 | ||||
AIC | 2481.82 | 1752.84 | 1661.93 | 1618.42 | 1529.78 | |||||
BIC | 2508.39 | 1887.54 | 1853.19 | 1749.99 | 1686.10 |