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dc.contributor.authorToma, Radu Bogdan 
dc.date.accessioned2021-11-18T13:27:18Z
dc.date.available2021-11-18T13:27:18Z
dc.date.issued2021-09
dc.identifier.issn0191-491X
dc.identifier.urihttp://hdl.handle.net/10259/6180
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherElsevieres
dc.relation.ispartofStudies in Educational Evaluation. 2021, V. 70, 101009en
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectConfirmatory factor analysisen
dc.subjectExploratory factor analysisen
dc.subjectExpectancy-valueen
dc.subjectTask efforten
dc.subjectLoss of valued alternativesen
dc.subject.otherEnseñanza primariaes
dc.subject.otherEducation, Primaryen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.titleMeasuring children’s perceived cost of school science: Instrument development and psychometric evaluationen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.1016/j.stueduc.2021.101009es
dc.identifier.doi10.1016/j.stueduc.2021.101009
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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