ABSTRACT This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical foundations, measurement instruments, and main findings from this area. (i) Theoretical foundations: today’s research on STSC is mainly based on the Shavelson and Marsh models of self-concept, i.e. it follows the tradition of educational psychology. (ii) Measurement instruments: a number of established and validated measurement instruments are available. However, the existing methodological resources should be employed more rigorously. (iii) Main findings: Some findings are well documented, such as the positive relation with achievement, the gender gap, and the fact that students of non-dominant ethnic groups tend to have lower STSCs. Recommendations: in order to gain a deeper understanding of these phenomena, it could be fruitful to further elaborate connections with science identity research and to enrich STSC research with qualitative data.

中文翻译：

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科技教育中的自我概念研究——理论基础、测量仪器和主要发现

摘要 本文概述了科技自我概念研究的现状。在确定的选择过程之后，我们分析了 1998 年至 2017 年发表的 74 篇同行评审期刊文章，这些文章在 ERIC 数据库中编入索引，涉及学龄儿童和青少年的科学和技术自我概念 (STSC)。在我们的分析中，我们关注该领域的理论基础、测量工具和主要发现。(i)理论基础：当今对STSC的研究主要基于Shavelson和Marsh的自我概念模型，即遵循教育心理学的传统。(ii) 测量仪器：可以使用许多已建立和经过验证的测量仪器。但是，应更严格地利用现有的方法学资源。(iii) 主要发现：一些发现有据可查，例如与成就的正相关、性别差距以及非优势种族群体的学生往往具有较低的 STSC。建议：为了更深入地了解这些现象，进一步阐述与科学身份研究的联系并用定性数据丰富 STSC 研究可能会很有成效。