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.
