Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

Investigating the 21st-Century Skills of Undergraduate Students: Physics Success, Attitude, and Perception

“…As result, the academic success of undergraduate students is expected to increase even more. Because studies on these issues reveal that there is a positive relationship between individuals' positive attitude and their perceptions towards a course and their success in that course (Aydin & Cekim, 2017;Bowles-Terry, 2012;Kan'An, 2018;Kaur & Zhao, 2017;Prensky, 2005;Veloo et al, 2015;Vilia & Candeias, 2020;Vysoká & Smetanová, 2016).…”

“…However, the rigorous definitions and determination methods of 21CSs have not been introduced yet (Agaoglu & Demir, 2020;Barasi & Erdamar, 2021;Cansoy, 2018;Eryilmaz & Uluyol, 2015;Geisinger, 2016;Yavuz et al, 2020). Different scientists (Atalay & Anagun, 2016;Kan'An, 2018;Lemke, 2002;Osman et al, 2010;Vilia & Candeias, 2020;Yavuz et al, 2020;Zorlu & Zorlu, 2021) and some organizations such as International Society for Technology in Education (ISTE), World Economic Forum (WEF), Assessment and Teaching of 21st-Century Skills Framework (ATSC21), Partnership for 21 st -Century Skills (P21), The North Central Regional Educational Laboratory (NCREL), American Association of Colleges and Universities (AACU), and METIRI Group have tried to define 21CSs and their assessment rules (Cansoy, 2018). Lemke (2002) has defined 21CSs in four main categories as; IT, EC, HP, and DAL in the project supported by NCREL and METIRI Group.…”

“…Also, it is stated that enrollment in introductory physics courses at the university decreases as well (Council, 2001;Erkilic, 2020). Some factors decreasing students' physics success are related to instructors, insufficient course materials, students, curriculum, insufficient laboratory facilities, economic inadequacies, and insufficient mathematics infrastructure (Vilia & Candeias, 2020;Vysoká & Smetanová, 2016). Except for these factors, it is seen that negative attitudes and perceptions towards science, and physics courses play an important role in students' successes in these fields (Aydin & Cekim, 2017;Erinosho, 2013;Kaur & Zhao, 2017;Veloo et al, 2015).…”

Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science

“…Results presented here suggest that Taiwanese citizens' interest in and self-understanding of scientific issues experiences were particularly important factors to predict their science learning enjoyment and scientific self-efficacy. This is supported by extant research, where citizens having higher interest in scientific issues are more likely to engage in scientific activities such as watching scientific television, reading scientific books and magazines, visiting science museums, and show enhanced enjoyment of science learning (Vilia & Candeias, 2020;Wan & Lee, 2017). It would appear, then, that when Taiwanese citizens engage in scientific experiences throughout their lives and, to the degree these experiences are positive, this should support higher self-understanding of scientific issues.…”

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

“…Research on students' attitudes toward learning underscores the pivotal role of attitude in both their current and future professional engagement, significantly influencing their career decisions (Mujtaba et al, 2018). Villa and Candeias (2019) have affirmed a strong connection between students' attitudes and their motivation to learn. The attitudes that students hold towards science have a substantial impact on their interest in the subject and their academic achievements in the field (Shahzad et al, 2022).…”