Science attitude scale for middle school students

Misiti, Frank L.; Shrigley, Robert L.; Hanson, Lyle L.

doi:10.1002/sce.3730750504

Cited by 31 publications

(39 citation statements)

References 18 publications

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“…The reliability of the scale was calculated by two different techniques: (a) split-half reliability and (b) reliability of "internal consistency." A comparison of the results of the present constructed scale's reliability test, listed in Table 1, with those reported by others (Misiti, Shringley, & Hanson, 1991;Wareing, 1982), shows that the scale has a satisfactory and acceptable reliability.…”

Section: The Pilot Studysupporting

confidence: 65%

Attitudes toward chemistry among 11th grade students in high schools in Greece

2004

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ABSTRACT:The development of valid and reliable instruments for attitudes' measurement has been proven crucial for the quality of research. This study is dealing with the development and validation of an attitude toward chemistry instrument. By using this instrument, 11th grade Greek students' attitudes regarding the difficulty, the interest, the usefulness of chemistry course, and the importance of chemistry were investigated. Gender and study specialization differences in students' attitudes toward chemistry were examined for this population. Report card grades for the chemistry course were used to measure students' achievement in chemistry and its correlation with students' attitudes toward chemistry was explored.C

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Section: The Pilot Studysupporting

confidence: 65%

Attitudes toward chemistry among 11th grade students in high schools in Greece

2004

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“…The first phase involved the collection of data at the school site. Data were collected through: (a) the administration of the Revised Science Attitude Scale for Middle School Students (Misiti et al, 1991) and the Instrument for Assessing the Behavioral Intentions of Science Students (Ray, 1991), and (b) the procurement of demographic data on all students from the school's administration. The second phase was the analysis of the collected data, using the statistical techniques suggested by Ajzen and Fishbein (1980), as well as the inclusion of interaction terms in one of the regression models.…”

Section: Methodsmentioning

confidence: 99%

“…SES ϭ socioeconomic status according to level of family's reported annual income: "1" indicating income of $9,999 and under; "2" indicating income of $10,000-14,999; "3" indicating income of $15,000-24,999; "4" indicating income of $25,000-34,999; "5" indicating income of $35,000-49,999; "6" indicating income of $50,000-74,999; "7" indicating income of $75,000 and above. ATS ϭ attitude toward science according to score on Science Attitude Scale for Middle School Students (Revised) (Misiti et al, 1991), a score of 70 or above indicating a "positive" attitude, a score of 68 or below indicating a "negative" attitude.…”

Section: Settingmentioning

confidence: 99%

“…Operationally, attitude toward science was determined by student scores on the Revised Attitude Scale for Children (Misiti, Shrigley, & Hanson, 1991), which was designed to assess the effects of handmade and commercial science equipment on the science attitudes of middle school students. Students were classified as having either positive or negative attitudes toward science based on their score on the Attitude scale.…”

Section: External Variablesmentioning

confidence: 99%

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Factors associated with students' intentions to engage in science learning activities

Butler

1999

J. Res. Sci. Teach.

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The determinants of fourth, fifth, sixth, seventh, and eighth graders' intentions to perform science learning activities were investigated. Ajzen and Fishbein's theory of reasoned action was used to assess students (n ϭ 254) on their laboratory and nonlaboratory behavioral intentions, which required using the two determinants included in the theory (attitude toward the behavior and subjective norm) as well as five external variables identified by the researcher. The five external variables were gender, grade, race/ ethnicity, socioeconomic status as determined by the range of the family's annual income, and attitude toward science. Two models were tested. The first model included the two determinants as predictor variables and behavioral intention as the criterion. The second model involved the analysis of the two determinants as they were considered in subgroups according to the five external variables. This model also included interaction terms. For laboratory learning activities, the two determinants (attitude toward behavior and subjective norm) were found to contribute collectively to the prediction of behavioral intention, accounting for almost a fourth of the variance. For nonlaboratory learning activities, the two determinants accounted for over a fourth of the variance in behavioral intention. Testing of the second model revealed that for both laboratory and nonlaboratory behavioral intentions, no interaction terms were significant. The results of post hoc tests on significant predictors of behavioral intentions for laboratory and nonlaboratory activities are reported. Implications of this study on future research are also discussed.

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“…The most outstanding reasons are the following: First, the majority of environmental attitudes scales are designed to be applied to a wide range of the population, such as samples of the general public, like the one developed by Wiegel and Wiegel (1978) or Thompson and Barton (1994); some authors, such as Leeming, Dwyer, and Bracken (1995), Misiti, Shrigley, andHanson (1991), or Smith-Sebasto andD'Costa (1995), have produced scales to discover the environmental attitudes of students at elementary, middle, and junior schools; other scales have been produced and used to discover environmental attitudes concerning very specific aspects, such as the one developed by Musser and Malkus (1994) to assess the attitudes of grade-school children regarding water consumption, or waste recycling for the same level (Fernández-Manzanal, Hueto, Rodríguez-Barreiro, & Marcén, 2003); attitude scales have also been used to discover the influence of field studies on the environmental attitudes of students in grades 9 through 11 in high schools (Orion & Hofstein, 1991. The scale developed by Dunlap et al (2000), called the New Environmental Paradigm (NEP), can lead to, as the authors indicate, the appropriate label, the "ecological" worldview.…”

Section: Evaluation Of Attitudesmentioning

confidence: 99%

Evaluation of environmental attitudes: Analysis and results of a scale applied to university students

2007

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ABSTRACT:Over the last few decades, environmental work has increased significantly. An important part of this has to do with attitudes. This research presents the design and validation of an environmental attitudes scale aimed at university students. Detailed information on development and validation of the scale is provided. Similarly, it presents the data derived from its application to a specimen group of students. The number of students involved in the whole research is 952. The results of the work show that a certain level of worry exists among the students regarding environmental problems, which is apparent in the need to increase environmental education and research. Some differences in environmental attitudes were also found between first year students and final year students and male and female students. These results lead us to insist on the importance of bringing about changes in the curriculum to increase environmentalism in the university.

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Science attitude scale for middle school students

Cited by 31 publications

References 18 publications

Attitudes toward chemistry among 11th grade students in high schools in Greece

Attitudes toward chemistry among 11th grade students in high schools in Greece

Factors associated with students' intentions to engage in science learning activities

Evaluation of environmental attitudes: Analysis and results of a scale applied to university students

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