Adolescents' Goal Orientations for Science in Single-Gender Israeli Religious Schools

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  • Author(s): Fortus, David (ORCID Fortus, David (ORCID 0000-0002-6157-4505); Daphna, Limor
  • Language:
    English
  • Source:
    International Journal of Science Education. 2017 39(1):86-103.
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      18
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Goal Orientation; Single Sex Schools; Religious Education; Science Education; Student Motivation; School Culture; Jews; Judaism; Mastery Learning; Science Teachers; Teacher Attitudes; Parent Attitudes; Comparative Analysis; Institutional Characteristics; Gender Differences; Science Interests; Public Schools; Parent Influence; Factor Analysis; Secondary School Students; Questionnaires; Regression (Statistics); Statistical Analysis
    • Subject Terms:
      Israel
    • Accession Number:
      10.1080/09500693.2016.1267880
    • ISSN:
      0950-0693
    • Abstract:
      Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur.
    • Abstract:
      As Provided
    • Number of References:
      65
    • Publication Date:
      2017
    • Accession Number:
      EJ1130539