Relationship between affective determinants and achievement in science for seventeen‐year‐olds

Napier, John D.; Riley, Joseph P.

doi:10.1002/tea.3660220407

Cited by 33 publications

(24 citation statements)

References 15 publications

(8 reference statements)

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“…One example that he does provide for good practice in developing such measures is that of Coulson (1992), although this measure was developed for early childhood educators rather than for school pupils. Napier & Riley (1985) used existing items from the National Assessment of Educational Progress survey in the United States to develop attitude towards science measures. They did carry out factor analysis to obtain a number of unidimensional measures for a number of science-related attitudes.…”

Section: Discussionmentioning

confidence: 99%

Developing Attitudes towards Science Measures

Kind

Jones

Barmby

2007

International Journal of Science Education

266

188

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractIn this study, we describe the development of measures used to examine pupils' attitudes towards science. In particular, separate measures for attitudes towards the following areas were developed: learning science in school, practical work in science, science outside of school, importance of science, self-concept in science and future participation in science. In developing these measures, criticisms of previous attitude studies in science education were noted. In particular, care was taken over the definition of each of the attitude constructs, and also ensuring that each of the constructs was unidimensional. Following an initial piloting process, pupils aged 11 to 14 from five secondary schools throughout England completed questionnaires containing the attitude measures. These questionnaires were completed twice by pupils in these schools, with a gap of four weeks between the first and second measurements. Altogether, 932 pupils completed the first questionnaire and 668 pupils completed the second one. Factor analysis carried out on the resulting data confirmed the unidimensionality of the separate attitude constructs. Also, it was found that three of the constructs, learning science in school, science outside of school and future participation in science, loaded on one general attitude towards science factor. Further analysis showed that all the measures showed high internal reliability (Cronbach α > 0.7). A particular strength of the approach used in this study was that it allowed for attitude measures to be built up step-by-step, therefore allowing for the future consideration of other relevant constructs.

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Section: Discussionmentioning

confidence: 99%

Developing Attitudes towards Science Measures

Kind

Jones

Barmby

2007

International Journal of Science Education

266

188

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“…It plays an important role in their conceptual change processes (Lee & Brophy, 1996) critical thinking, learning strategies (Wolters, 1998) and achievement (Napier & Riley, 1985). Students' motivation is affecting positively their learning outcomes (Martin, 2003) (Yeung & Mcinerney, 2005).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

High Order Thinking Skills of Level Two Orang Asli Students in Rompin District, Pahang

Yousef¹,

Jalaluddin²

2015

Eur. j. soc. sci. educ. res.

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“…Thus, a strong affective component of learning to comprehend these different concepts is a must. Within the affective components, motivation is important because students' motivation plays an important role in their conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al 1993, critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al 2000, Wolters 1999) and science learning achievement (Napier and Riley 1985). Without motivation, surface learning or simply memorization will happen; which will not lead to a proper understanding of essential concepts of Science.…”

Section: Introductionmentioning

confidence: 99%