Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence

Understanding students’ intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students’ science confidence has been associated with their intentions to study science further, although under-confidence and over-confidence (lower or higher confidence than expected, given someone’s attainment) have...