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Abstract Title: The Relation of Personality to Science Identity
Abstract Type: Contributed Poster Presentation
Abstract: This study investigated the correlations between self-efficacy in physics courses, students' sense of belonging in physics courses, and their science identity. It also sought to assess how the personality traits of students influenced their identity as scientists. This study examined the survey responses of 1,912 students enrolled in a single-semester university calculus-based introductory mechanics course. Personality was measured using the Big Five Inventory (BFI), which categorizes responses based on their level of Conscientiousness, Extraversion, Agreeableness, Openness, and Neuroticism. The study found a statistically significant relationship between self-efficacy, sense of belonging, and science identity; the relationship between self-efficacy and science identity was almost fully mediated by a student's sense of belonging, with little difference between genders. Additionally, each personality trait was significant to some extent for at least one of the three constructs examined.
Session Time: Poster Session 2
Poster Number: II-60

Author/Organizer Information

Primary Contact: Danielle Maldonado
West Virginia University
Morgantown, WV 26505
Phone: 830-221-5848
and Co-Presenter(s)
Co-presenter: Dr. John Stewart (he/him), West Virginia University

Contributed Poster

Contributed Poster: Download the Contributed Poster