The middle school transition dip in school science attitudes and identity

Angelica Perea; Eugenio Leyva-Figueroa; Ulises Bardullas; Angelica Perea; Eugenio Leyva-Figueroa; Ulises Bardullas

doi:10.3934/steme.2026043

STEM Education

2026, Volume 6, Issue 6: 1057-1075. doi: 10.3934/steme.2026043

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Research article Topical Sections

The middle school transition dip in school science attitudes and identity

Red de Educación Científica Inclusiva Serendipia. Universidad Autónoma de Baja California (UABC), Facultad de Ciencias, Carretera Tijuana-Ensenada 3917, Playitas, 22860 Ensenada, B.C., México
^† These authors contributed equally to this work

Received: 01 February 2026 Revised: 17 July 2026 Accepted: 25 August 2026 Published: 14 October 2026

The decline in science interest during adolescence is well documented; however, its dynamics within Latin American educational systems remain underexplored. In this cross-sectional study, we investigated the pattern of Attitudes Toward School Science and Science Identity among 1, 147 students in grades 4-8 attending public and private schools in a region of Mexico. Using validated instruments, we employed linear regression models to analyze trends and Cohen's d to identify critical transition points, with analyses stratified by gender and school type. The results revealed a non-linear pattern, with significantly lower scores in the 7th-grade cohort followed by higher scores in the 8th-grade cohort, suggesting a possible transition dip during the shift into secondary school. This negative association was more pronounced among girls, particularly in Self-efficacy and Science Identity. While both school types showed a similar decrease in Science Identity, private schools exhibited a protective effect on students' Self-efficacy and perceived Utility of science. Our findings indicate that the pattern of attitudinal differences is not linear but concentrated in key educational transitions and is significantly moderated by gender and school context.
- student attitudes,
- science identity,
- school type,
- school transition,
- gender differences
Citation: Angelica Perea, Eugenio Leyva-Figueroa, Ulises Bardullas. The middle school transition dip in school science attitudes and identity[J]. STEM Education, 2026, 6(6): 1057-1075. doi: 10.3934/steme.2026043

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Abstract

The decline in science interest during adolescence is well documented; however, its dynamics within Latin American educational systems remain underexplored. In this cross-sectional study, we investigated the pattern of Attitudes Toward School Science and Science Identity among 1, 147 students in grades 4-8 attending public and private schools in a region of Mexico. Using validated instruments, we employed linear regression models to analyze trends and Cohen's d to identify critical transition points, with analyses stratified by gender and school type. The results revealed a non-linear pattern, with significantly lower scores in the 7th-grade cohort followed by higher scores in the 8th-grade cohort, suggesting a possible transition dip during the shift into secondary school. This negative association was more pronounced among girls, particularly in Self-efficacy and Science Identity. While both school types showed a similar decrease in Science Identity, private schools exhibited a protective effect on students' Self-efficacy and perceived Utility of science. Our findings indicate that the pattern of attitudinal differences is not linear but concentrated in key educational transitions and is significantly moderated by gender and school context.

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Authors' biographies Biol. Angelica Perea, B. S. in Biology, is currently a Master´s student in Life Science at Centro de Investigación Científica y de Educación Superior de Ensenada (CICESE). Her area of study is metabolomics and proteomics, focusing on disease diagnosis; M. Sc. Eugenio Leyva-Figueroa is an adjunct professor at the Faculty of Sciences of UABC and also teaches science at the middle and high school levels. He holds a Master's degree in Life Sciences from the Centro de Investigación Científica y de Educación Superior de Ensenada (CICESE). His research interests include science education, teaching methodologies, and curriculum development; Dr. Ulises Bardullas is a professor and researcher at the Faculty of Sciences of the Universidad Autónoma de Baja California (UABC). He holds a PhD in Biomedical Sciences and a Master's degree in Neurobiology from the Universidad Nacional Autónoma de México (UNAM). As a member of the National System of Researchers, his academic work focuses on biological science education. He leads research initiatives focused on inclusive science education, teacher professional development, and improving science teaching and learning

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