Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

Talton, E. Lynn; Simpson, Ronald D.

doi:10.1002/sce.3730700403

Cited by 66 publications

(48 citation statements)

References 13 publications

(24 reference statements)

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“…Bridgeman, Oliver and Simpson (1985) in their study of the characteristics of family environment and its relationships to attitudes towards science found that the influence of family (socio-psychological environment Downloaded by [University of Birmingham] at 03:55 17 June 2016 and intellectual stimulation) was a more important predictor of science attitude than social and economic status for US seventh and tenth grade students. Similar findings were also noted by Talton and Simpson (1986) who investigated adolescent science students (Grades 6-10) attitudes towards science. A stratified random sampling procedure was used to select 12 of the 55 schools in the North Carolina area.…”

Section: Correlational Studies: Family-school Links and General Achiesupporting

confidence: 85%

Family Involvement in Science Education: What are the Outcomes for Parents and Students?

Fleer

Rillero

1999

Studies in Science Education

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Section: Correlational Studies: Family-school Links and General Achiesupporting

confidence: 85%

Family Involvement in Science Education: What are the Outcomes for Parents and Students?

Fleer

Rillero

1999

Studies in Science Education

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“…Both Tymms (1997) and Lorsbach & Jinks (1999) suggest findings such as these may be related to the student's learning environments. According to the literature science self-efficacy also is influenced by student attitude-towards-science (Jones & Young, 1995;Talton & Simpson, 1986;Smist & Owen, 1994). For example, a statistically significant correlation was observed between students' perception of the 'normality' of scientists and student chemistry self-efficacy for American secondary school students (Smist & Owen, 1994).…”

Section: Science and Chemistry Self-efficacymentioning

confidence: 97%

Exploring First-Year Science Students' Chemistry Self-Efficacy

Dalgety

Coll

2006

Int J Sci Math Educ

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First-year chemistry classes typically comprise of a mixture of majors and non-majors. Reports in the literature suggest that students have lower self-efficacy for subjects outside their intending major. Here we report on research that examines changes in chemistry students' chemistry self-efficacy throughout their first year of chemistry study at a New Zealand University. Chemistry self-efficacy was measured at three times throughout the year using the self-efficacy component of the Chemistry Attitudes and Experiences Questionnaire (CAEQ). Quantitative data were triangulated with qualitative data obtained from interviews of a cohort of 19 students. The research findings provide insights into the chemistry learning tasks that students feel high and low levels of confidence in.

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“…Topical interest arousal tends to stem from learning interactions because the interest attitudes are learned and it would make sense to believe attitudes can be taught as well (Papanastasiou, 2002). Whether or not teachers create an inviting science classroom (increased situational interest) that encourages students to engage in science can affect the interest attitudes that students hold about science (Talton & Simpson, 1986). Students need to feel encouraged to explore and ask questions, which can help develop an interest in science.…”

Section: Teacher Influence (Situational and Topical Interest)mentioning

confidence: 98%

Measuring Science Interest: Rasch Validation of the Science Interest Survey

Lamb

Annetta

Meldrum

et al. 2011

Int J of Sci and Math Educ

106

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Students in the USA have fallen near the bottom in international competitions and tests in mathematics and science. It is thought that extrinsic factors such as family, community, and schools might be more influential than intrinsic attitudes toward science interest. However, there are relatively few valid and reliable measures of intrinsic factors such as interest relating to science. With the lack of intrinsic measures, it is difficult to determine the impact of extrinsic factors on the intrinsic construct. A fuller picture of the factors affecting intrinsic factors such as science interest will allow interventions to become more refined and targeted. Several studies suggest that student interest toward science affects the likelihood of the student pursuing advanced courses in science. The goal of this paper is to establish the validity and reliability of the Science Interest Survey and to determine if the survey meets the formal requirements of measurements as defined by the Rasch model. Results using both IRT and CRT analysis suggest that Science Interest Survey is an adequate measure of the unidimensional construct known as science interest. Results further suggest the Science Interest Survey is a valid and reliable measure for assessing science interest levels.

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Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

Cited by 66 publications

References 13 publications

Family Involvement in Science Education: What are the Outcomes for Parents and Students?

Family Involvement in Science Education: What are the Outcomes for Parents and Students?

Exploring First-Year Science Students' Chemistry Self-Efficacy

Measuring Science Interest: Rasch Validation of the Science Interest Survey

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