2026-06-30T05:30:32Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/115912026-05-13T10:31:04Zcom_10259_4145com_10259_5086com_10259_2604com_10259_7877col_10259_4146col_10259_8289

Quílez Cervero, César Toma, Radu Bogdan Queiruga Dios, Miguel Ángel 2026-05-08T07:37:37Z 2026-05-08T07:37:37Z 2025-01 0033-2968 https://hdl.handle.net/10259/11591 10.1007/s12646-025-00819-4 0974-9861 The current research evaluated the psychometric properties of a questionnaire measuring 1st and 2nd grad- ers’ attitudes toward school science (CASS). In Study 1, an exploratory factor analysis revealed a two-factor struc- ture, consisting of the ’enjoyableness’ and ’self-efficacy’ dimensions of school science. This analysis also provided initial evidence of satisfactory internal consistency reli- ability. In Study 2, confirmatory factor analysis showed that the two-factor model provided a better fit than a uni- dimensional structure and further supported the internal consistency reliability of the instrument. Study 3 provided strong evidence for test–retest reliability. Study 4 offered promising evidence of construct validity by identifying a positive and significant relationship between the ’enjoya- bleness’ and ’perceived self-efficacy’ in school science and leisure interest in science-related activities. Finally, Study 5 assessed the instrument’s responsiveness to an inquiry-based intervention, showing that it can effectively detect changes over time. Taken together, these findings suggest that the proposed instrument, CASS, yields scores with adequate validity and reliability, making it a reliable tool for assessing young students’ attitudes toward school science and evaluat- ing the effectiveness of educational interventions in the early elementary school years. This study was supported by the Spanish Min- istry of Economy, Industry, and Competitiveness (MINECO) through the project PID2020-117348RB-I00. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Open Access funding provided thanks to the CRUE- CSIC agreement with Springer Nature. This study was supported by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO) through the project PID2020-117348RB-I00. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Open access funding provided by FEDER European Funds and the Junta De Castilla y León under the Research and Innovation Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027 application/pdf eng Springer Psychological Studies. 2025, V. 70, n. 1, p. 148-158 https://doi.org/10.1007/s12646-025-00819-4 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Attitudes toward science Elementary grades Children Self-efficacy Enjoyableness Psicología de la educación Educational psychology Spanish-Speaking Children’s Attitudes Toward School Science: Instrument Development and Psychometric Analysis info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Psychological Studies 70 1 148 158https://ror.org/051jb1k20Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE)hybrid-oa12300,08 EUR36568439Springer Nature2025-07-292025-11-142025-01-012027-12-3110.1007/s12646-025-00819-4