A study on the status quo and influencing factors of science identity in physics among junior high school students.

This study examines the status of science identity of physics among middle school students, adopting a mixed-methods approach combining survey data and qualitative interviews, thereby addressing a gap in research on science identity in physics within the transitional context from integrated to discipline-specific curricula in early middle school. Quantitative analyses, including descriptive statistics, cluster analysis, correlation analysis, t-tests, and MANOVA, examined students' science identity status, patterns, and gender differences. Qualitative interviews were analyzed using reflexive thematic analysis to explore underlying factors. The findings indicate that students' science identity is moderately positive overall but characterized by an internal imbalance. While interest in science classes emerges as the strongest dimension, science role recognition remains notably weak, revealing an interest-recognition gap. A substantial proportion of students cluster within a neutral identity category, suggesting that the transition from integrated science to subject-based curricula represents a critical and malleable stage in identity development. Gender differences are significant across all dimensions of science identity and become more pronounced at higher grade levels, particularly in learning competence, practical performance, and career interest. Qualitative evidence suggests that these patterns may be associated with increasing academic demands following the transition to discipline-specific curricula, shifts in evaluation approaches, and internalized gender stereotypes. Additionally, limited peer discourse, low perceived proximity to the scientist role, and insufficient exposure to authentic scientific practices further constrain identity formation. Teacher recognition is a critical factor, with female students showing heightened sensitivity to it.