Key points are not available for this paper at this time.
The novel contribution to the science identity field highlights the specific multi-component ways in which students endorse science identity in middle school and early high school. There was an important finding that science identity has a complex differential function in supporting student's optional science choices by gender. Thus, at this age, developing a strong science identity is especially critical for girls.
Vincent‐Ruz et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: