A Confirmatory Structural Equation Model of Achievement Estimated by Dichotomous Attitudes, Interest, and Conceptual Understanding

Abstract

Many models in science education have tried to clarify the causal relationships of affective variables on student performance, by presenting theoretical models, exploratory SEM (structural equation models), and confirmatory SEM. Based on the literature, the recent AS-TI-CU model scrutinised the most robust stimuli of conceptual understanding (CU): intrinsic attitude towards science (AS) and topic interest (TI). However, the confirmatory model has not been extended to estimate how students achieve in the secondary science or in Korea where student's disengagement in science is prevalent. Sampling 10 th-and 11 thgraders in Korea (N = 219), this study thus aims to clarify how the forth factor "school achievement (SA)" interacts in the structural equation modelling. The multiple-group SEM analysis in AMOS7 reveals that student's intrinsic AS stimulates their school achievement in both graders and that their topic interest abnormally discourages school achievement only in the 11 th-graders. The findings provide explanations for the latent threats of negative attitudes and for the "age 14's dip". Lastly, how to form a theory of persuasion of attitude change is discussed for a further research question.

My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

“…In other words, STEM careers could attribute to their early decisions to take high school STEM courses to a positive attitude and experiences with science. In addition, informal STEM activities help maintain students' positive attitudes about STEM throughout schooling (Hossain and Robinson 2012;Miller and Solberg 2012;VanLeuvan 2004;Rennie 2005;Tisdal et al 2005;Kim and Song 2010).…”

“…The study revealed direct link between entrance into STEM field as dependent variable and readiness in Math and Science, achievement in Math, and attitude toward Math. Kim and Song (2010) used structural equation model (SEM) to establish direct link between STEM-related conceptual understanding, intrinsic/extrinsic attitude, and school achievement. The extrinsic attitude included future opportunities.…”

Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

“…Structural Equation Modelling (SEM) includes two things that need to be considered, namely the structural and measurement model. The structural model is intended to measure the relationship between latent variables, while the measurement model is intended to estimate the relationship between the latent and indicator variables (Kim & Song, 2010;DiLalla, 2000).…”

Artistic Understanding and Motivational Characteristics

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