Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person‐centered approach, this article investigates self‐related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15‐year‐old‐students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could not be explained by students’ variability in immigrant background or ESCS across the examined groups.

中文翻译：

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意大利的学生真的对科学不感兴趣吗？使用PISA 2015数据的以人为本的方法

被视为积极公民身份的重要领域之一，研究学生与科学之间的关系已变得至关重要。本文基于以人为本的方法，使用2015年国际学生评估计划（PISA）数据集，对科学中与自我相关的性格和动机进行了调查。通过使用潜在特征分析，在意大利的11583名15岁学生中对学生特征进行了调查。确定了五个不同的学生群体。还检查了经济，社会和文化状况指数（ESCS），移民背景，性别，学习计划以及相应的学习环境。根据PISA框架和环境意识，每个小组都针对科学能力中的特定子领域进行了观察。结果表明，配置文件在所检查的协变量上有所不同，并且相对于成就和环境意识显示出不同的模式。但是，个人资料之间成就的差异无法用学生在不同受调查群体中的移民背景或ESCS的差异来解释。