THROUGH THE LENS OF MATHEMATICAL SCIENTIFIC SELF-SCHEMAS - IMAGES OF STUDENTS CURRENT AND POSSIBLE SELVES

Two studies identified university students whose mathematical, scienti fic networks of cognitive associations function either as a positive s elf-schema, a weak or nonexistent self-schema, or a negative self-sche ma. Schematicity tendency was significantly related to both current an d possible self elements. In Study 1, subjects' mathematical, scientif ic self views were positively associated with preferential recall of s chema-relevant material. Both recall and item extremity signaled the p resence of a global, positive or negative, math/science self-schema, a conclusion supported by negative schematic subjects' significantly lo wer math test scores. However, aschematics, with math test performance very similar to positive self-schematics, were much less likely than positive schematics to enroll in mathematics, statistics, computing, a nd natural science courses. In Study 2, standardized math/science trai t item endorsements and response latencies were used to form double cr oss-validated self-schema clusters. Positive and negative schematics w ere more confident than aschematics in ''me, not-me'' math/science sel f-descriptions, and in possible math/science careers. Both intentions to take more mathematics and total courses subsequently taken were gre ater for positive than negative schematics. Implications for gender-re lated issues, interventions, and instruction in academic domains are d iscussed.