2026-05-11T16:02:19Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/115912026-05-09T00:05:55Zcom_10259_4145com_10259_5086com_10259_2604com_10259_7877col_10259_4146col_10259_8289

Spanish-Speaking Children’s Attitudes Toward School Science: Instrument Development and Psychometric Analysis Quílez Cervero, César Toma, Radu Bogdan Queiruga Dios, Miguel Ángel Attitudes toward science Elementary grades Children Self-efficacy Enjoyableness 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. 2026-05-08T07:37:37Z 2026-05-08T07:37:37Z 2025-01 info:eu-repo/semantics/article 0033-2968 https://hdl.handle.net/10259/11591 10.1007/s12646-025-00819-4 0974-9861 eng Psychological Studies. 2025, V. 70, n. 1, p. 148-158 https://doi.org/10.1007/s12646-025-00819-4 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional Springer