Document Type
Article
Publication Date
2016
Department 1
Education
Abstract
The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition in Flux, Feeling Competent, Expressing Interest through Enjoyment, and Relevant to Me. These themes were mainly consistent with the current model of domain identification (Osborne & Jones, 2011) but differ from the current model of interest development (Hidi & Renninger, 2006). Theoretical and practical implications are included for faculty and advisors working with first-year science students.
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Recommended Citation
Ruff, Chloe. " Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors." International Journal of Teaching and Learning in Higher Education 28, no. 3 (2016). pp.335-346.
Required Publisher's Statement
Original version available from the publisher at http://www.isetl.org/ijtlhe/past2.cfm?v=28&i=3
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Science and Mathematics Education Commons