Hong Kong secondary school students’ attitudes towards science: a study of structural models and gender differences

References

• Akpinar, E., Yildiz, E., Tatar, N., & Ergin, O. (2009). Students’ attitudes towards science and technology: An investigation of gender, grade level, and academic achievement. In H. Uzunboylu & N. Cavus (Eds.), World conference on educational sciences – new trends and issues in educational sciences (pp. 2804–2808). Nicosia: Elsevier Science.
   Google Scholar
• Alexopoulou, E., & Driver, R. (1997). Gender differences in small group discussion in physics. International Journal of Science Education, 19, 393–406. doi: 10.1080/0950069970190403
   Web of Science ®Google Scholar
• Bagozzi, R. P., & Burnkrant, R. E. (1979). Attitude organization and the attitude–behavior relationship. Journal of Personality and Social Psychology, 37, 913–929. doi: 10.1037/0022-3514.37.6.913
   Web of Science ®Google Scholar
• Baker, M., & Doran, R. (1975). From an awareness of scientific data to concerns of mankind: Strategies for affective instruction in science. Science Education, 59, 539–558. doi: 10.1002/sce.3730590414
   Google Scholar
• Becker, B. J. (1989). Gender and science achievement: A reanalysis of studies from two meta-analyses. Journal of Research in Science Teaching, 26(2), 141–169. doi: 10.1002/tea.3660260206
   Web of Science ®Google Scholar
• Biggs, J. (1994). Asian learners through Western eyes: An astigmatic paradox. Australian and New Zealand Journal of Vocational Educational Research, 2(2), 40–63.
   Google Scholar
• Blalock, C. L., Lichtenstein, M. J., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education, 30(7), 961–977. doi: 10.1080/09500690701344578
   Web of Science ®Google Scholar
• Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. doi: 10.1023/A:1021302408382
   Web of Science ®Google Scholar
• Boone, W. J. (1997). Science attitudes of selected middle school students in China: A preliminary investigation of similarities and differences as a function of gender. School Science and Mathematics, 97(2), 96–103. doi: 10.1111/j.1949-8594.1997.tb17349.x
   Google Scholar
• Breakwell, G. M., & Beardsell, S. (1992). Gender, parental and peer influences upon science attitudes and activities. Public Understanding of Science, 1, 183–197. doi: 10.1088/0963-6625/1/2/003
   Google Scholar
• Brotman, J., & Moore, F. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971–1002. doi: 10.1002/tea.20241
   Web of Science ®Google Scholar
• Buccheri, G., Gürber, N. A., & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178. doi: 10.1080/09500693.2010.518643
   Web of Science ®Google Scholar
• Bunce, D. M., & Gabel, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in Science Teaching, 39, 911–927. doi: 10.1002/tea.10056
   Web of Science ®Google Scholar
• Burkham, D. T., Lee, V. E., & Smerdon, B. A. (1997). Gender and science learning early in high school: Subject matter and laboratory experiences. Educational Research Journal, 34(2), 297–331.
   Web of Science ®Google Scholar
• Caleon, I. S., & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore. Journal of Research in Science Teaching, 45(8), 940–954. doi: 10.1002/tea.20250
   Web of Science ®Google Scholar
• Cavallo, A. M. L., & Laubach, T. A. (2001). Students’ science perceptions and enrolment decisions in different learning cycle classrooms. Journal of Research in Science Teaching, 38, 1029–1062. doi: 10.1002/tea.1046
   Web of Science ®Google Scholar
• Chang, C. Y., & Cheng, W. Y. (2008). Science achievement and students’ self-confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183–1200. doi: 10.1080/09500690701435384
   Web of Science ®Google Scholar
• Chang, S. N., Yeung, Y. Y., & Cheng, M. H. (2009). Ninth graders' learning interests, life experiences and attitudes towards science & technology. Journal of Science Education and Technology, 18(5), 447–457. doi: 10.1007/s10956-009-9162-6
   Web of Science ®Google Scholar
• Cheng, M. H. M., & Wan, Z. H. (2016). Unpacking the paradox of Chinese science learners: Insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29–62. doi: 10.1080/03057267.2015.1112471
   Web of Science ®Google Scholar
• Cheung, D. (2009). Students’ attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39(1), 75–91. doi: 10.1007/s11165-007-9075-4
   Web of Science ®Google Scholar
• Chiu, M. M., & Ho, S. C. E. (2006). Family effects on student achievement in Hong Kong. Asia Pacific Journal of Education, 26(1), 21–35. doi: 10.1080/02188790600607846
   Google Scholar
• Collis, B. A., & Williams, R. L. (1987). Cross-cultural comparison of gender differences in adolescents’ attitudes toward computers and selected school subjects. The Journal of Educational Research, 81(1), 17–27. doi: 10.1080/00220671.1987.10885792
   Web of Science ®Google Scholar
• Commission of European Communities. (2001). The concrete future objectives of education systems: Final report from the commission.
   Google Scholar
• Crawley, F. E., & Black, C. B. (1992). Causal modelling of secondary science students intentions to enroll in physics. Journal of Research in Science Teaching, 29, 585–599. doi: 10.1002/tea.3660290607
   Web of Science ®Google Scholar
• Curriculum Development Council. (1998). Science syllabus for secondary 1–3. Hong Kong: Author.
   Google Scholar
• Curriculum Development Council. (2015). Promotion of STEM education – unleashing potential in innovation. Hong Kong: Author.
   Google Scholar
• Curriculum Development Council-Hong Kong Examinations and Assessment Authority. (2007). Physics/chemistry/biology/integrated science curriculum guide and assessment guide (secondary 4–6). Hong Kong: Author.
   Google Scholar
• Dekkers, J., & de Laeter, J. (2001). Enrolments trends in school science education in Australia. International Journal of Science Education, 23, 487–500. doi: 10.1080/09500690118451
   Web of Science ®Google Scholar
• Education Policies Commission. (1962). Education and the spirit of science. Washington, DC: Author.
   Google Scholar
• Fink, A. (2015). How to conduct surveys: A step-by-step guide. London: Sage Publications.
   Google Scholar
• Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley.
   Google Scholar
• Flick, U. (2009). An introduction to qualitative research. London: Sage Publications.
   Google Scholar
• Fouad, N. A. (1995). Career linking: An intervention to promote math and science career awareness. Journal of Counseling & Development, 73, 527–534. doi: 10.1002/j.1556-6676.1995.tb01789.x
   Web of Science ®Google Scholar
• Friedler, Y., & Tamir, P. (1990). Sex differences in science education in Israel: An analysis of 15 years of research. Research in Science and Technological Education, 8, 21–34. doi: 10.1080/0263514900080103
   Google Scholar
• Gable, R. K. (1986). Instrument development in the affective domain. Boston, MA: Kluwer-Nijhoff.
   Google Scholar
• Gardner, P. L. (1975). Attitudes to science. Studies in Science Education, 2, 1–41. doi: 10.1080/03057267508559818
   Google Scholar
• Garg, K., & Gupta, B. (2003). Decline in science education in India: A case study at + 2 and undergraduate level. Current Science, 84, 1198–1201.
   Web of Science ®Google Scholar
• Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitudes toward science of nonscience college majors. Journal of Research in Science Teaching, 29, 487–504. doi: 10.1002/tea.3660290505
   Web of Science ®Google Scholar
• Goto, M. (2001). Japan. In International Bureau for Education (Ed.), Science education for contemporary society: Problems, issues and dilemmas (pp. 31–38). Geneva: IBE, UNESCO.
   Google Scholar
• Heard, P. F., Divall, S. A., & Johnson, S. D. (2000). Can ‘ears-on’ help hands-on science learning – for girls and boys? International Journal of Science Education, 22, 1133–1146. doi: 10.1080/09500690050166715
   Web of Science ®Google Scholar
• Henerson, M. E., Moms, L. L., & Fitz-Gibbon, C. T. (1978). How to measure attitudes. Beverly Hills, CA: Sage Publications.
   Google Scholar
• Hong, Z. R., & Lin, H. S. (2011). An investigation of students’ personality traits and attitudes toward science. International Journal of Science Education, 33(7), 1001–1028. doi: 10.1080/09500693.2010.524949
   Web of Science ®Google Scholar
• Hong, Z. R., Lin, H. S., & Lawrenz, F. (2008). Promoting single-parent family children’s attitudes toward science and science performance through extracurricular science intervention in Taiwan. International Journal of Science Education, 30(4), 469–493. doi: 10.1080/09500690701297628
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi: 10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jerrim, J., & Schoon, I. (2014). Do teenagers want to become scientists? A comparison of gender differences in attitudes toward science, career expectations, and academic skill across 29 countries. In I. Schoon& J. Eccles (Eds.), Gender differences in aspirations and attainment (pp. 203–223). Cambridge: Cambridge University Press.
   Google Scholar
• Johnson, S. (1987). Gender differences in science: Parallels in interest, experience and performance. International Journal of Science Education, 9(4): 467–481. doi: 10.1080/0950069870090405
   Web of Science ®Google Scholar
• Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192. doi: 10.1002/(SICI)1098-237X(200003)84:2<180::AID-SCE3>3.0.CO;2-X
   Web of Science ®Google Scholar
• Kennedy, J., Quinn, F., & Taylor, N. (2016). The school science attitude survey: A new instrument for measuring attitudes towards school science. International Journal of Research & Method in Education, 39(4), 422–445. doi: 10.1080/1743727X.2016.1160046
   Web of Science ®Google Scholar
• Kim, J. S., Kaye, J., & Wright, L. K. (2001). Moderating and mediating effects in causal models. Issues in Mental Health Nursing, 22(1), 63–75. doi: 10.1080/016128401750158768
   PubMedGoogle Scholar
• Kind, P. M., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893. doi: 10.1080/09500690600909091
   Web of Science ®Google Scholar
• Klopfer, L. E. (1971). Evaluation of learning in science. In B. S. Bloom, J. T. Hastings, & G. F. Madaus (Eds.), Handbook of formative and summative evaluation of student learning (pp. 509–520). London: McGraw-Hill.
   Google Scholar
• Koballa Jr, T. R. (1995). Children's attitudes toward learning science. In S. Glyyn, & R. Duit (Eds.), Learning science in the schools (pp. 59–84). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 585–610. doi: 10.1002/(SICI)1098-2736(199603)33:3<303::AID-TEA4>3.0.CO;2-X
   Web of Science ®Google Scholar
• Lin, H. S., Hong, Z. R., & Huang, T. C. (2012). The role of emotional factors in building public scientific literacy and engagement with science. International Journal of Science Education, 34(1), 25–42. doi: 10.1080/09500693.2010.551430
   Web of Science ®Google Scholar
• Lin, T. J., Tan, A. L., & Tsai, C. C. (2013). A cross-cultural comparison of Singaporean and Taiwanese eighth graders’ science learning self-efficacy from a multi-dimensional perspective. International Journal of Science Education, 35(7), 1083–1109. doi: 10.1080/09500693.2013.776193
   Web of Science ®Google Scholar
• Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwanese high school students’ science learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275–1301. doi: 10.1007/s10763-012-9376-6
   Web of Science ®Google Scholar
• Mallow, J., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: Interviews from a binational study. Journal of Science Education and Technology, 19(4), 356–369. doi: 10.1007/s10956-010-9205-z
   Web of Science ®Google Scholar
• Manassero, M., Vázquez, A., Bennàssar-Roig, A., & García-Carmona, A. (2010). Gender differences on young students’ attitudes toward nature of science and technology issues. In L. Chova (Ed.), 4th international technology, education and development conference (pp. 2205–2215). Valencia: IATED.
   Google Scholar
• McGuire, W. J. (1985). Attitude and attitude change. In G. Lindzey & E. Aronson (Eds.), Handbook of social psychology (pp. 233–346). New York, NY: Random House.
   Google Scholar
• Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28(4), 363–381. doi: 10.1080/09500690500277664
   Web of Science ®Google Scholar
• Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzalez, E. J., … O’Connor, K. M. (2003). TIMSS assessment frameworks and specifications 2003 (2nd ed.). Chestnut Hill, MA: Boston College. Please see Appendix A for more information about the framework and test development process.
   Google Scholar
• Munby, H. (1983). Thirty studies involving ‘scientific attitude inventory’: What confidence can we have in this instrument? Journal of Research in Science Teaching, 20, 141–162. doi: 10.1002/tea.3660200206
   Web of Science ®Google Scholar
• National Science Foundation. (2002). Science and engineering indicators 2002. Retrieved March 4, 2004, from www.nsf.gov/sbe/srs/seind02/c0/c0sl.htm
   Google Scholar
• Navarro, M., Förster, C., González, C., & González-Pose, P. (2016). Attitudes toward science: Measurement and psychometric properties of the test of science-related attitudes for its use in Spanish-speaking classrooms. International Journal of Science Education, 38(9), 1459–1482. doi: 10.1080/09500693.2016.1195521
   Web of Science ®Google Scholar
• Neber, H., He, J., Liu, B. X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6(4), 769–788. doi: 10.1007/s10763-007-9110-y
   Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi: 10.1080/0950069032000032199
   Web of Science ®Google Scholar
• Ott, R. L., & Longnecker, M. T. (2015). An introduction to statistical methods and data analysis. Toronto: Nelson Education.
   Google Scholar
• Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847–862. doi: 10.1080/09500690010016111
   Web of Science ®Google Scholar
• Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. doi: 10.3102/00346543063002167
   Web of Science ®Google Scholar
• Rajecki, D. W. (1990). Attitudes. Sunderland, MA: Sinauer.
   Google Scholar
• Reid, N. (2006). Thoughts on attitude measurement. Research in Science & Technological Education, 24(1), 3–27. doi: 10.1080/02635140500485332
   Google Scholar
• Saleh, I. M., & Khine, M. S., (Eds.), (2011). Attitude research in science education: Classic and contemporary measurements. Charlotte, NC: IAP.
   Google Scholar
• Shulman, R., & Tamir, P. (1973). Research on teaching in the national science. In R. Travers (Ed.), Second handbook of research on teaching (pp. 1098–1148). Chicago, IL: Rand McNally.
   Google Scholar
• Sjøberg, S. (2000). Interesting all children in ‘science for all’. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education (pp. 165–186). Buckingham: Open University Press.
   Google Scholar
• Strube, G. (1989). Episodisches Wissen. Arbeitspapiere der GMD, 385, 10–26.
   Google Scholar
• Talton, E. L., & Simpson, R. D. (1986). Relationship of attitudes toward self, family, and school with attitude toward science among adolescents. Science Education, 70, 365–374. doi: 10.1002/sce.3730700403
   Web of Science ®Google Scholar
• Trumper, R. (2006a). Factors affecting junior high school students’ interest in biology. Science Education International, 17(1), 31–48.
   Google Scholar
• Trumper, R. (2006b). Factors affecting junior high school students’ interest in physics. Journal of Science Education and Technology, 15(1), 47–58. doi: 10.1007/s10956-006-0355-6
   Google Scholar
• Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654. doi: 10.1080/0950069042000323737
   Web of Science ®Google Scholar
• Walberg, H. J. (1967). Dimensions of scientific interest in boys and girls studying physics. Science Education, 51, 111–116. doi: 10.1002/sce.3730510205
   Google Scholar
• Wang, T. L., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413–2428. doi: 10.1080/09500690903431561
   Web of Science ®Google Scholar
• Wang, J., Oliver, J. S., & Staver, J. R. (2008). Self-concept and science achievement: Investigating a reciprocal relation model across the gender classification in a crosscultural context. Journal of Research in Science Teaching, 45(6), 711–725. doi: 10.1002/tea.20182
   Web of Science ®Google Scholar
• Wan, Z. H., & Wong, S. L. (2017). Views from the chalkface: Values of teaching nature of science in Hong Kong. Science & Education. doi:10.1007/s11191-016-09866-y
   Google Scholar
• Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970–1991. Journal of Research in Science Teaching, 32, 387–398. doi: 10.1002/tea.3660320407
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi: 10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 11(3), 281–299. doi: 10.1016/S1041-6080(99)80004-1
   Web of Science ®Google Scholar
• Zhan, Y., & Wan, Z. H. (2016). Appreciated but constrained: Reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education, 21(6), 669–685. doi: 10.1080/13562517.2016.1183622
   Web of Science ®Google Scholar