Science self‐schemas are students' cognitive generalizations of their selves in learning science. Students who hold contrasting science self‐schemas are hypothesized to learn consistently with their salient self‐conception in science. A survey and an experiment provided complementary evidence supporting the self‐congruent engagement hypothesis. Study 1 surveyed 329 Year 9 Australian students and classified them into three schematic groups based on their responses to questionnaire items assessing self‐knowledge defining the science‐self‐schema concept. The results showed that positive, average and negative schematics held contrasting goals, strategies, and grade aspiration congruent with their self‐conceptions when dealing with challenging science tasks. Due to the presence of a valued self, positive schematics compared to the other two groups had stronger intention to further their studies in science and follow a science career in the future. Study 2 used an experimental design to compare positive, negative and average schematics' coping responses when dealing with a difficult test in science. One hundred and one students who had completed the survey study joined Study 2. The findings confirmed the differences between these three groups. Positive and negative schematics completed the test in a way congruent to their self‐conceptions. In the absence of an elaborated self in science, average schematics had less extreme responses compared to the polarized schematic students. The results derived from two studies indicate that science self‐schemas are important identity‐based conceptions for understanding students' science aspiration and coping responses to challenge science.

中文翻译：

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面对学术挑战，什么样的学生坚持学习科学？

科学自我模式是学生对学习科学的自我认知概括。假设具有相反的科学自我模式的学生能够与他们在科学中的显着自我概念保持一致。一项调查和一个实验提供了补充证据，支持了自律参与假设。研究1对329名9年级的澳大利亚学生进行了调查，并根据他们对问卷调查项目的回答将他们分为三个示意图组，以评估定义了科学自我模式概念的自我知识。结果表明，在应对具有挑战性的科学任务时，积极，平均和消极的原理图与目标，策略和年级愿望形成鲜明对比，与他们的自我构想相吻合。由于存在有价值的自我，与其他两组相比，正面的示意图更倾向于继续理科学习，并在将来从事科学事业。研究2使用实验设计在处理科学中的困难测试时比较正，负和平均原理图的应对响应。完成调查研究的101名学生加入了研究2。研究结果证实了这三组之间的差异。正向和负向原理图均以与其自我构想完全相同的方式完成了测试。在科学界缺乏详尽阐述的自我的情况下，与极化的示意图学生相比，普通的示意图具有较少的极端响应。两项研究得出的结果表明，科学的自我方案是重要的基于身份的概念，有助于理解学生的