Science identity and its predictors among high school students

Background Science identity has emerged in recent years as an important concept in explaining students’ long-term interest in science and STEM fields. However, empirical studies examining the relationship between science identity and demographic variables are limited.Purpose This study investigates whether high school students’ science identities differ according to gender, grade level, family income level, parental education status, or academic achievement, aiming to reveal the predictive power of these demographic variables on science identity.Sample Data were obtained from 2092 high school students attending various public schools in Türkiye.Design and methods The study was based on a correlational survey model. The Science Identity Scale and a demographic information form were used as data collection tools and t-tests, ANOVA, and multiple regression analysis were used in the statistical analyses.Results The statistical analyses revealed that students’ science identities differed significantly according to gender, grade level, father’s educational level, and academic achievement. Regression analysis revealed that academic achievement, gender, and grade level were the strongest predictors of science identity.Conclusion This study highlights the need to structure science education policies and curricula in ways that support students’ identification with science.