Educational Preferences Research Articles

How Are You Feeling Now? Exploring EFL Teachers’ Emotional Labor, Institutional Power, and Dissonance

This article explored preparatory year program (PYP) teachers’ emotional labor and dissonance in an English as a Foreign Language (EFL) setting and this relates to institutional power. It also addressed issues related to the conflict between their professional training, knowledge, and beliefs and the institutional requirements. The final evaluation test of the PYP was used as an example of top-down institutional policies that may conflict with English language teachers’ training and/or pedagogical preferences, thereby producing emotional labor. To illustrate these concepts, the data were analyzed from interviews with 22 EFL teachers at a Saudi university regarding their emotions toward preparing the students for the final evaluation test and the requirements of the institutional power. The results were discussed in light of the following themes: (a) orienting to feeling rules, and (b) adapting to institutional policies, teachers’ preferences, and other beliefs. The findings suggested that teachers exhibited high levels of deep acting and naturally-felt emotions, which could be explained by the idea that teachers internalized their roles. In addition, they showed that teachers may resist the feeling rules of their institution’s policies. This article ends with pedagogical implications and recommendations for further research on emotional labor as a tool of teacher engagement. The researcher's personal reflections and emotion(al) labor were incorporated with engagement with the participants’ accounts.

LEARNING MANAGEMENT SYSTEM (LMS) PREFERENCE AMONG MALAYSIAN EDUCATORS: A COMPARISON BETWEEN GOOGLE CLASSROOM AND MICROSOFT TEAMS

The integration of a learning management system (LMS) into higher education and other educational levels has become a significant factor in the adoption of digital learning approaches. With a vast array of options available, making accurate decisions in this dynamic landscape poses challenges. This paper seeks to streamline the selection process and ensure the most suitable match for an institution's particular goals and needs. This research primarily centres on the investigation of free e-learning platforms, chosen for their cost-effectiveness and alignment with the study's specific scope. Hence, this research explores the preferences of Malaysian educators concerning LMS usage, focusing on a specific comparison between Google Classroom and Microsoft Teams. The research employed a quantitative approach, utilising an online survey to collect and record domain comparisons. The results revealed that educators showed a preference for Google Classroom over Microsoft Teams when it came to teaching and facilitation. Several factors contributed to this preference, as evident from the analysis of the collected data, which fell into three main categories: functional suitability, compatibility, and portability. It is hoped that this study will help Malaysian educators to comprehend the suitability of technology for learning and the exchange of knowledge to benefit the students, institutions and the country in general.
 Keywords: E-Learning; Language Learning Platform; Learning Management System; Malaysian Educators; Platform Comparison

PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL CULTURE AND SPORTS IN THE CONDITIONS OF MARITAL STATE IN UKRAINE

The article is devoted to the study of the introduction of blended learning of students of higher education institutions (HEIs) into the educational process. The problems of using information and communication technologies as a means of organizing and implementing the educational process in the conditions of military operations were analyzed, and the experience of introducing mixed learning technologies into the educational process of higher education institutions was investigated. Both positive and negative experiences of the organization of mixed education are revealed, and the attitude of students and teachers to the implemented organization of mixed and classroom education in higher education institutions of Ukraine is revealed. It has been proven that the most important task of domestic institutions of higher education in the conditions of war is to ensure access to the educational process for all its participants ‒ both students and teachers in the form of distance learning or, if possible, mixed learning using the Internet, learning management systems, adaptive learning systems, mass open online courses, etc. Blended learning is a fairly common form of student learning. Students of higher education among traditional, mixed and distance forms of education prefer mixed education, while noting its positive aspects: accessibility, productivity, independence, taking into account individual capabilities and others. Mixed training in physical education is a flexible and diverse form of conducting classes that allows you to use the advantages of traditional face-to-face and distance learning and, on the contrary, avoid or minimize their disadvantages. The use of recreational fitness in physical education classes will increase the effectiveness of the educational process. Blended learning can encompass a wide range of approaches to teaching. ICT technologies expand the possibilities of effective learning. A high-quality combination of classroom and remote forms of education creates conditions for expanding access to education, flexibility of teaching, improvement of pedagogical methods, technologies and methods. In addition, “blended learning can include synchronous and asynchronous online learning and a wide selection of modern technologies and various Internet learning tools”.
 Keywords: Students; blended learning; technologies of blended learning; distance learning; classroom learning; specialty “Physical culture and sport”; physical education.

Association between nonbirthing parent's perinatal education and mental health support desires and perinatal anxiety among either parent

Although perinatal anxiety is common in birthing and nonbirthing parents, little is known about the mental health or educational needs of nonbirthing parents during the perinatal period and whether perinatal anxiety in the birthing parent is associated with nonbirthing parent educational preferences. This study aimed to examine the desired digital perinatal educational preferences of nonbirthing parents and whether these preferences differed by (1) endorsement of high parenthood-related anxiety in the nonbirthing partner and (2) mental health of the birthing parent (including both identified mental health conditions and presence of pregnancy-related anxiety). In this cross-sectional study, nonbirthing and birthing parents using Maven, a digital perinatal health platform, selected the areas in which they wanted education or support from a list of options. In addition, the participants reported their experience of parenthood or pregnancy-related anxiety through a 5-item Likert scale in response to the prompt, "On a scale of 1 (not at all) to 5 (extremely), how anxious are you feeling about parenthood or pregnancy?" High parenthood or pregnancy-related anxiety was defined as being very (scale: 4) or extremely (scale: 5) anxious. Furthermore, birthing parents reported whether they had a current or previous mood disorder, but this information was not reported by nonbirthing parents. Survey responses for birthing and nonbirthing parents were linked through the digital platform. Descriptive analyses were used to assess nonbirthing parent demographics and perinatal support interests, stratified by high parenthood-related anxiety, high pregnancy-related anxiety in their partner, and perinatal mood disorders or high pregnancy-related anxiety in their partner. Among 382 nonbirthing parents, most (85.6%) desired to receive digital support during their partner's pregnancy: the most commonly endorsed support interests were infant care (327 [85.6%]) and understanding their partner's emotional (313 [81.9%]) or physical (294 [77.0%]) experience during pregnancy. Overall, 355 nonbirthing parents (93.9%) endorsed any parenthood-related anxiety, and 63 nonbirthing parents (16.5%) were categorized as having high parenthood-related anxiety. Those with high parenthood-related anxiety were more likely to desire digital support for each topic. Among birthing parents, 124 (32.4%) had a mental health condition, and 45 (11.8%) had high pregnancy-related anxiety. When nonbirthing parents were stratified by the presence of their partner having a mental health condition or high pregnancy-related anxiety alone, no difference in desired perinatal education was identified. Although nonbirthing parents had higher rates of high parenthood-related anxiety if the birthing parent reported high pregnancy anxiety (17 [27.0%] vs 28 [8.8%]; P<.001), no difference was found with other conditions within the mental health composite. In this cross-sectional study, many nonbirthing parents who engaged with a perinatal digital platform desired education on their or their partner's emotional health during the perinatal period, and most endorsed parenthood-related anxiety. Our findings suggest that perinatal mental health support is needed for nearly all parents and that nonbirthing parents who use digital health platforms are amenable to receiving comprehensive perinatal education via these platforms.

Unveiling perceptions of students in online education through Tree Classifier analysis

This article presents an analysis of students’ perceptions in online education using Tree Classifier analysis. The study involves a survey of 460 students who participated in online learning during the Covid-19 pandemic. With 49 questions, the survey aims to understand students’ experiences, challenges, support received, and preferences regarding online education. The main objective is to identify a cohort of students who prefer online study over face-to-face learning. Implementing the Random Forest algorithm in Python, this study extracts valuable insights into students’ perceptions of online education. Focusing on students in Almaty city, Kazakhstan, the research allows for potential comparisons with similar international studies to inform future research and policy recommendations for improving online, face-to-face, or blended learning formats. The findings shed light on factors influencing student satisfaction, engagement, and preference for online learning. Drawing on these insights, the study provides practical recommendations to enhance the online learning experience and address the identified challenges. This research contributes to the existing knowledge on online education, serving as a valuable resource for educators, policymakers, and researchers. It offers a comprehensive understanding of students’ perceptions and preferences in online education, based on the experiences of students in Almaty city. The results, coupled with comparative analyses from other countries, inform future research and facilitate improvements in online education delivery.

Patient and Partner Perspectives of Pregnancy-Related Counseling and Information Needs in Women With Kidney Disease: An Australian National Survey

The experiences and information needs for reproductive health counseling in women with chronic kidney disease (CKD) are poorly defined, despite the known importance of pregnancy planning in this higher-risk cohort. Australian adult women with CKD and their partners or family members completed a consumer codesigned survey about experiences of and preferences for pregnancy-related counseling, support, and education. Data were analyzed descriptively and with qualitative content analysis of free-text responses. Responses were received from 102 women (CKD, n= 60; dialysis, n= 11; transplant, n= 26; unsure, n = 5 ) and 17 partners/family members. Pregnancy-related discussions were initiated mostly by women themselves (60.0%) compared to nephrologists (26.7%), and only after conception in 14.7%. Women found pregnancy-related discussions satisfactory (68.0%) and useful (50.7%) but also stressful (66.7%), with only 54.7% feeling in control of decision-making. Information deficits and quality, preformed decisions, clinician-patient disconnect, and burden of decision-making contributed to usefulness and outcomes of pregnancy-related counseling. Women received insufficient information about contraception (not provided in 35.2% of cases), medication safety (40.9%), fetal complications (33.8%) and emotional and psychological impact of pregnancy (73.2%). Women preferred counseling from nephrologists (86.4%), face-to-face settings (79.6%), websites (72.7%), handouts (61.4%), and online support groups (46.6%). High-quality, multiformat information by content experts, peer support, and psychological support were also strongly desired. This study highlights that preconception counseling and information needs of women with CKD are currently not being met. Frameworks and tools to assist patients and clinicians, particularly nephrologists, to initiate and conduct sensitive, useful, and informed shared decision-making (SDM) about pregnancy are urgently needed.

Which virtual education methods do e‑students prefer? Design and validation of Virtual Education Preferences Questionnaire (VEPQ)

BackgroundWith the prevalence of new technologies and evolving student learning styles, virtual teaching methods have become increasingly popular. As a result, more and more students are opting to learn online. However, one common concern is that they may feel disconnected from their teachers, leading to feelings of loneliness and doubts about the quality of education they are receiving. To address this issue, a study was conducted to gather data on students' preferences for virtual education and to validate a tool for measuring students' preferences for virtual education.MethodsThe research was conducted in a mixed method with a quantitative–qualitative sequence. A virtual education preferences questionnaire (VEPQ) for students with a total of 17 items was created and validated as part of the qualitative component by looking at the theoretical underpinnings and experts' opinions in the focus group. The scale of the six-point Likert questionnaire was from very high to very low. To validate the tool and determine preferences, exploratory factor analysis was used. A total of 155 samples answered the questions and the data were analyzed using SPSS-24 software.ResultsA total of 155 complete questionnaires were returned; among them, 110 (71%) were filled out by women, 73 (47.1%) by respondents between the ages of 36 and 45, 107 (69%) were already employed in paramedical fields, and 48 (31%) were enrolled in a medical school. The opinions of ten experts were used to confirm the face validity of the questionnaire. With CVI = 0.924 and CVR = 0.805, content validity was verified. Using the internal consistency method of the questions with a Cronbach's alpha coefficient of R = 0.824, the validity of the entire questionnaire was confirmed. Exploratory factor analysis revealed that a total of five components—self-directed projects (29.58%), e-content (13.00%), online presentation (10.97%), face-to-face interactions (9.12%), and text interactions (7.11%) had the highest load, with a total of 69.77% of the structure explaining virtual education preferences. The factor analysis test and the suitability of the sample are both confirmed by the value of KMO = 0.721 and the significance of Pvalue < 0.001.ConclusionIt appears that the highly valid tool developed can be used to ascertain the educational preferences of students. Also, the high factor load of self-directed educational methods and e-content shows that independence and flexibility in time and place are more important for students.

Investigation the Effect of Covıd-19 Pandemic in The Sales for Online Education Using Machine Learning Methods

Due to the pandemic which is the cause of the COVID-19 virus that emerged in 2019, many educational institutions had to follow online (remote) education. The situation in which the content of the pandemic occurred was also the reason for the education preferences of the users. The aim of this study is to analyze the effect of the pandemic, which includes the number of registered users of one of the online education platforms operating in Turkey thanks to machine learning, on distance education sales, and to create strategies by making sales forecasts for the future. Seven independent and one dependent variable were used to make sales forecasts using the data of the education structure. For accurate modelling, machine learning methods were first applied for decision analytics in a univariate manner and then multivariate applied and the applied methods were tested for error. By testing the success of the prediction models created with machine learning used in the study; 91.43% for support vector machine (SVM), 92.02% for multi-layer perceptron (MLP), and 96% for Long / Short Term Memory (LSTM). K-Folds cross validation method was also used for the success return of the established model.

ESL Teachers’ Beliefs about Teaching Grammar

Teaching grammar is a crucial facet in the context of language teaching. Throughout history, various approaches including instructing based on rules, using examples, and employing texts have been utilized to teach grammar at various level. This qualitative study attempts to explore secondary level experienced ESL (English as a Second Language) teachers' beliefs concerning the teaching of grammar, employing an interpretive paradigm. In an effort to explore these beliefs, a sample of eight experienced ESL teachers participated in the investigation. I employed purposive sampling to select the participants. A semi-structured interview was employed as the primary research tool to capture their perceptions, pedagogical preferences, and underlying assumptions regarding grammar instruction from the participants. The collected data underwent rigorous thematic analysis to unveil recurring patterns, emergent themes, and variations in beliefs across the participant cohort. The study uncovers a diverse array of beliefs held by ESL teachers, spanning from the role of explicit grammar instruction to the integration of communicative approaches. Through the thematic analysis, common threads and discrepancies emerge, revealing the intricate interplay of factors shaping ESL teachers' pedagogical orientations. The implications of this research extend to the realms of teacher training, curriculum design, and educational policy. This study contributes to the broader discourse on teacher beliefs, offering valuable insights that can guide the development of tailored teacher development programs and evidence-based teaching strategies, ultimately enhancing the quality of ESL grammar instruction.

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

Bridging Learning Styles and Student Preferences in Construction Technology Education: VARK Model Analysis

대학생의 교육방법 선호도에 따른 온라인 학습환경과 학습경험 차이 분석

Objectives To operate online learning in higher education, which has become a primary educational method, the&#x0D; difference in the learning environment and learning experience (support experience, interaction experience) of&#x0D; online learning according to education method preference was analyzed.&#x0D; Methods To this end, an online survey targeted 506 university students in Gyeonggi-do. Preference for education&#x0D; methods was divided into face-to-face, online, and blended. The Kruskal-Wallis H Test was conducted to confirm&#x0D; the difference between each group regarding learning environment, teaching support, LMS support, and online&#x0D; interaction.&#x0D; Results First, as a result of examining the learning environment, for all university students, the laptop was the&#x0D; preferred device for efficient learning in all groups, and they mainly took online classes at home. Second, the group&#x0D; that prefers online education was highly aware of the instructor's support, LMS support, and interaction in online&#x0D; education compared to other groups.&#x0D; Conclusions This study has significance in suggesting primary data to seek teaching and learning strategies for&#x0D; successful online education operations in the future by analyzing the difference in the online education environment&#x0D; and learning experiences of university students according to their educational method preference. In addition, establishing&#x0D; a learning environment for university students and changing educational methods were proposed.

Financial aid uncertainty and low-income students’ higher education preferences

Low-income students’ preferences for higher education might depend on the uncertainty of financial aid. Using a time discontinuity design, this paper exploits the unanticipated cancellation of a nationwide Colombian merit and need-based scholarship, called Ser Pilo Paga, to study its consequences on students’ preferences for higher education. Preferences are measured using a discrete choice experiment administrated to 949 low-income high school students in 2018. The findings reveal that the scholarship’s cancellation reduced higher education ambitions among low-income students due to the decreased interest in both financial aid and high-quality universities. The effects were particularly concentrated on income-eligible individuals who were more likely to obtain the scholarship, as their choices for financial aid and high-quality institutions declined by 15 to 50% of the baseline preference.

Value Orientations of Students at the Kazakh National Women’s Teacher Training University and their View Towards Mixed Education

Value orientations are fundamental in the development of young people as individuals. Values ​​play a special role in shaping the behavior and attitudes of young people, have a significant impact on their goals and beliefs. The main focus of the study is the values and social issues of students at the Kazakh National Women’s Teacher Training University. The University was established on August 15, 1944. In this research, we particularly define future goals of the students at Women’s Teacher Training University, their opinion about the University and the learning process. The main purpose of this study is to assess the attitudes of students towards obtaining a mixed (joint) education. Mixed education, also known as blended learning, co-education (abbreviated as co-ed or coed), is an education in which male and female students study/learn together. The study involved 5 005 female students of all faculties at the undergraduate, graduate and postgraduate levels, as well as college students (University has its college) at Kazakh National Women’s Teacher Training University. Survey dates: October 15, 2021 - November 15, 2021. In the course of the study, it was found that the value orientations of students are focused, first of all, on the priorities in the field of education, that is, the orientation towards obtaining a unique education in a prestigious university, the preference for free education; location of the university, favorable socio-cultural environment, the level of information and technical support of the educational process. In addition, expectations for the future are focused on getting a prestigious, interesting, high-paying job that matches individual abilities and opportunities. The results of the study obtained during the survey can be used to analyze the attitude of female students towards mixed education; to study the quality of the provision of university services; studying students' satisfaction with the educational process; studying the difficulties faced by students in the learning process; and to determine what opportunities provided by the university are used by the student for personal development and activity.

Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education

AbstractIn a recent study, English‐speaking L2 learners of German who received explicit instruction made significantly greater improvements in pronunciation and vocabulary than learners who received implicit instruction. Against the backdrop of this work, the present study reports learner preferences and perceptions about implicit and explicit language instruction. Results highlight a general preference for explicit instruction among university students, with implicit instruction reported as a source of stress and learner anxiety. While implicit and explicit instruction both have a place in the L2 classroom, learners reported that explicit instruction helped circumvent crosslinguistic transfer and ease anxiety. Many learners reported the expectation of declarative knowledge as a function of higher education instruction, suggesting that the exclusive goal of communicative competence may be an insufficient target for university language students. This study highlights the importance of explicit instruction in the L2 classroom.

Tertiary Education, Changing One’s Educational Decision and the Role of Parental Preferences

Unequal access to university and the decision processes that give rise to it are important factors in the accumulation of educational inequalities. In this paper, we investigate a specific aspect of such decision processes by focusing on those students who change their original plans to start a (nontertiary) vocational education and decide to pursue a tertiary degree instead. In doing so, we find that more than one-fifth of the students in our sample who originally planned to pursue a vocational education change their original decision in this way. Moreover, while students from a more advantaged background are more likely to go to university in the first place, those among them that initially opted for a vocational education are also more likely to change their decision and go to university instead. We also find that parental preferences for tertiary education play an important role in the process of changing one’s mind, even for adult children. Moreover, we find that differential parental preferences contribute to both the emergence of social background effects and—as a result—the perpetuation of educational inequalities.

Supply–Demand Imbalance in School Land: An Eigenvector Spatial Filtering Approach

The spatial flows of school-age children and educational resources have been driven by such factors as regional differences in population migration and the uneven development of the education quality and living standards of residents in urban and rural areas. This phenomenon further leads to a supply–demand imbalance between the area of school land and the number of school-age children in the geographical location of China. The georeferenced data characterizing supply–demand imbalance presents an obvious spatial autocorrelation. Therefore, a spatial data analysis technique named the Eigenvector Spatial Filtering (ESF) approach was employed to identify the driving factors of the supply–demand imbalance of school land. The eigenvectors generated by the geographical coordinates of all primary schools were selected and added into the ESF model to filter the spatial autocorrelation of the datasets to identify the driving factors of the supply–demand imbalance. To verify the performance of the technique, it was applied to a county in the southwest of Shandong Province, China. The results from this study showed that all the georeferenced indicators representing population migration and education quality were statistically significant, but no indicator of the living standards of residents showed statistical significance. The eigenvector spatial filtering approach can effectively filter out the positive spatial autocorrelation of the datasets. The findings of this research suggest that a sustainable school-land-allocation scheme should consider population migration and the possible preference for high-quality education.

Injury prevention in ladies Gaelic football referees: Understanding the barriers, facilitators, and preferences of referees

ObjectivesThe injury prevalence in Gaelic games refereeing is high, however few are adopting injury prevention programmes. This study aims to identify the barriers and facilitators to injury prevention strategy success and determine Ladies Gaelic Football referees’ preferences for injury prevention strategies and education. DesignSemi-structured interviews were conducted with 11 Ladies Gaelic Football referees (10 men, 1 woman). Two were club level, two were provincial level and 7 were national level referees. Interviews were audio-recorded, transcribed verbatim, and reflexive thematic analysis was completed. This analysis involved examining the data repeatedly and gradually developing sub-themes, themes, and categories related to each core concept. ResultsThe barriers to injury prevention success included negative attitudes, accessibility issues, lack of education, the state of refereeing and undesirable injury prevention strategy characteristics. Injury prevention promotion, suitable strategy characteristics and open communication were believed to facilitate success. Referees gave their preferences for injury prevention programmes, strategy logistics, and stakeholder roles along with their preferred topics, delivery, educators, characteristics, rollout, and timing for injury prevention education. ConclusionsReducing referee injury is critical to the success of Ladies Gaelic Football and other community sports. Governing bodies must develop and support injury prevention programmes and education for referees. These should be designed according to referees’ preferences and consider the barriers and facilitators referees have identified to maximise adoption.

Report of Faculty Experiences When Team Teaching in Higher Education

This article continues the project of current authors (Malak &amp; Gambescia, 2023) who learned about the personalities, leadership styles, and pedagogical preferences of higher education instructors that have collaborated on lessons, by expanding the analysis to the experiences of team teaching in the areas of best, worse, and overall experiences in the teaching/learning process. Thirty-five faculty who had team taught in the past completed an online survey responding to 16 questions related to their team-teaching experience, using a Likert Scale rating and several open-ending questions. Respondents found that the most benefit from the experience was in collaborating with the other faculty member as opposed to benefits to the student. Furthermore, in this collaboration faculty found satisfaction in the planning and building of components in the teaching/learning process to provide a quality course versus activities related to students such as building better relationships and activities related to assessing students’ work. External influences and benefits to self that were not related to the other faculty member or student interaction were not evident. Given these results, we believe that a significant characteristic of any faculty member involved in team teaching is knowing how to lead and knowing how to follow.

Unveiling the Sway of Marketing Mix on Student Decisions: A Study on Higher Learning Institutions

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This research delves into the pivotal process of student decision-making within higher learning institutions, focusing on the dynamic interplay of marketing mix services encompassing product, price, promotion, and place. Through an analysis of alumni and current student cohorts at a prominent university, this study empirically demonstrates the profound influence exerted by product quality, strategic promotion, and favorable institutional positioning on students' selection choices. Notably, while price emerges as a comparatively weaker determinant, the collective impact of product, place, and promotion proves instrumental in shaping prospective students' decisions. These findings illuminate the complex landscape of student preferences, offering valuable insights for crafting targeted marketing strategies that effectively guide students' educational trajectories.&#x0D; Highlight:&#x0D; &#x0D; Influence of Marketing Mix Dynamics: This study examines the interaction of product, price, promotion, and place in shaping student decisions within higher learning institutions, revealing their collective impact on choice.&#x0D; Empirical Insights: Analysis of alumni and current students from a renowned university highlights the significant sway of product quality, strategic promotion, and favorable institutional positioning on student selection choices.&#x0D; Role of Price in Decision-making: While price emerges as a less potent factor, the study underscores the pivotal role played by the interplay between product, place, and promotion in molding the educational preferences of prospective students.&#x0D; &#x0D; Keyword: Student Decision-Making, Higher Learning Institutions, Marketing Mix Services, Product Quality, Strategic Promotion&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school

Scientific competency has been known for its role as a core component of science education. Numerous studies in education have suppoerted the development of scientific competency and demonstrated that analysing certain predictors and associated variables can provide better information for developing it. The current study explores the effect of certain predictors of scientific competency: inductive reasoning, gender, learning satisfaction, and educational and career preference. We recruited high school students (n = 613) in Indonesia, who completed online scientific competency and inductive reasoning tests, and questionnaires on learning satisfaction and educational and career preference. The scientific competency and inductive reasoning tests demonstrated acceptable construct validity and an acceptable Rasch fit index (with an infit mean square value ranging from 0.86 to 1.29). The results indicate that scientific competency is associated with inductive reasoning (β = 0.63, p < 0.01) and is slightly affected by gender. In addition, we found small effects of education preference and learning satisfaction on inductive reasoning, whereas career preference is strongly related to educational preference. These findings supported the claim that the development of scientific competency in high school should involve inductive reasoning and other predictors. Future research perspectives include exploring how other educational variables and strategies influence the development of scientific competencies.