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Toma, Radu Bogdan 2021-11-18T13:27:18Z 2021-11-18T13:27:18Z 2021-09 0191-491X http://hdl.handle.net/10259/6180 10.1016/j.stueduc.2021.101009 This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5th and 6th (Mage = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science. application/pdf eng Elsevier Studies in Educational Evaluation. 2021, V. 70, 101009 https://doi.org/10.1016/j.stueduc.2021.101009 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Confirmatory factor analysis Exploratory factor analysis Expectancy-value Task effort Loss of valued alternatives Enseñanza primaria Psicología Education, Primary Psychology Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion