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This paper investigates the factors that influence 15 year-old students' intentions to study physics post-16, when it is no longer compulsory. The analysis is based on the year 10 (age 15 years) responses of 5034 students from 137 England schools as learners of physics during the academic year 2008-09. Factor analyses uncovered a range of physicsspecific constructs, seven of which were statistically significantly associated with intention to study physics post-16 in our final multi-level model; in descending order of effect size these are extrinsic material gain motivation, intrinsic value of physics, home support for achievement in physics, emotional response to physics lessons, perceptions of physics lessons, physics self-concept and advice-pressure to study physics. A further analysis using individual items from the survey rather than constructs (aggregates of items) supported the finding that extrinsic motivation in physics was the most important factor associated with intended participation. In addition, this item-level analysis indicated that within the advicepressure to study physics construct the encouragement individual students receive from their teachers is the key factor that encourages them to intend to continue with physics post-16.

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This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11-12 years) and in Year 8 (age 12-13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students' aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their selfconcept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations.

Previous British studies have found that EAT scores of second generation British Asian schoolgirls are higher than those of White schoolgirls (Furnham & Husain, 1999; McCourt & Waller, 1995; Mumford et al., 1991), and that these scores are positively associated with parental over-protection (Furnham & Hussain, 1999). This study looked at the relationship between parental conflict and parental overprotection and EAT scores in three cultures. The three groups, all of late adolescent females, were British Caucasians (N=116), immigrant British Asians from Pakistan (N= 118), and Pakistanis tested in Pakistan (N=114). A 22 item conflict questionnaire was constructed and administered to 355 participants, along with the PBI, EAT-26, and Body Shape Belief Scale (BSBS). It was predicted that the British Asians would have higher EAT, parental protection and conflict scores than the other two groups. It was also predicted that EAT scores would be highly correlated with conflict scores. All hypotheses were supported, and over-protection scores were noticeably highest in the British Asian group. They also had a significant amount of more conflict with parents than any of the other cultural groups. EAT scores were associated with conflict and over-protection. Results are discussed in terms of the literature in the field.

This paper explores the factors that are associated in England with 15 year-old students' intentions to study physics post-16, when it is no longer compulsory. Survey responses were collated from 5034 year 10 students as learners of physics during the academic year 2008-09 from 137 England secondary schools. Our analysis uses individual items from the survey rather than constructs (aggregates of items) to explore what it is about physics teachers, physics lessons and physics itself that is most correlated with intended participation in physics post-16. Our findings indicate that extrinsic material gain motivation in physics was the most important factor associated with intended participation. In addition, an item-level analysis helped to uncover issues around gender inequality in physics educational experiences which were masked by the use of construct-based analyses. Girls' perceptions of their physics teachers were similar to those of boys on many fronts. However, despite the encouragement individual students receive from their teachers being a key factor associated with aspirations to continue with physics, girls were statistically significantly less likely to receive such encouragement. We also found that girls had less positive experiences of their physics lessons and physics education than did boys.