Science Identity as a Predictor of Agency in the Anthropocene among Preservice Science Teachers

Abstract

This study aims to analyze science identity as a predictor of agency in the Anthropocene among prospective science teacher students at Medan State University. The study used a quantitative approach with a correlational-predictive design. The sample consisted of 71 fifth-semester prospective science teachers who were selected using purposive sampling. Data were collected through two self-report instruments, namely a science identity instrument covering the dimensions Performance, Competence, and Recognition, and an instrument of agency in the Anthropocene covering the dimensions Sense of Agency, Ecological Care, and Transformative Action. Both instruments used a four-point Likert scale with 18 items in each variable. Data were analyzed using descriptive statistics, normality test, linearity test, Pearson correlation, and simple linear regression. The results show that science identity has a mean of 57.90 (SD = 4.899), while agency in the Anthropocene has a mean of 61.66 (SD = 5.918). The correlation test shows a positive and significant relationship between science identity and agency in the Anthropocene (r = 0.549; p < 0.001). The regression results indicate that science identity is a significant predictor of agency in the Anthropocene (B = 0.663; β = 0.549; t = 5.451; p < 0.001), with a contribution of 30.1% (R² = 0.301). These findings highlight the importance of science identity in explaining the readiness of agency in the Anthropocene among prospective science teacher students.