Attitude towards the discipline of physics-chemistry and school achievement: revisiting factor structure to assess gender differences in Portuguese high-school students

References

• Akbas, A., & Kan, A. (2007). Affective factors that influence chemistry achievement (motivation and anxiety) and the power of these factors to predict chemistry achievement-II. Journal of Turkish Science Education, 4(1), 10–19.
   Google Scholar
• Ali, M. S., & Awan, A. S. (2013). Attitude towards science and its relationship with students’ achievement in science. Interdisciplinary Journal of Contemporary Research in Business, 4(10), 707–718.
   Google Scholar
• Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397–438. doi: 10.1080/10705510903008204
   Web of Science ®Google Scholar
• Atasoy, Ş, Ergin, S., & Şen, A. İ. (2014). The effects of peer instruction method on attitudes of 9th-grade students towards physics course. Eurasian Journal of Physics and Chemistry Education, 6(1), 88–98.
   Google Scholar
• Bauer, C. F. (2008). Attitude toward chemistry: A semantic differential instrument for assessing curriculum impacts. Journal of Chemical Education, 85(10), 1440–1445. doi: 10.1021/ed085p1440
   Web of Science ®Google Scholar
• Bowen, N. K., & Masa, R. D. (2015). Conducting measurement invariance tests with ordinal data: A guide for social work researchers. Journal of the Society for Social Work and Research, 6(2), 229–249. doi: 10.1086/681607
   Web of Science ®Google Scholar
• Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York, NY: Guilford Publications.
   Google Scholar
• Can, H. B., & Boz, Y. (2012). A cross-age study on high school students attitudes toward chemistry. International Journal on New Trends in Education & Their Implications (IJONTE), 3(3), 82–89.
   Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. doi: 10.1080/10705510701301834
   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
• Cousins, A., & Mills, M. (2015). Gender and high school chemistry: Student perceptions on achievement in a selective setting. Cambridge Journal of Education, 45(2), 187–204. doi: 10.1080/0305764X.2014.934202
   Web of Science ®Google Scholar
• Demircioğlu, G., Aslan, A., & Yadigaroğlu, M. (2014). Exploratory factor analysis study for the scale of high school students’ attitudes towards chemistry. International Journal on New Trends in Education & Their Implications (IJONTE), 5(1), 38–45.
   Google Scholar
• Dhindsa, H. S., & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International Journal of Science Education, 25(8), 907–922. doi: 10.1080/09500690305025
   Web of Science ®Google Scholar
• Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. doi: 10.1177/0748175610373459
   Web of Science ®Google Scholar
• Eagly, A., & Chaiken, S. (1998). Attitude structure and function. In D. T. Gilbert, S. T. Fiske, & G. G. Lindzey (Eds.), The handbook of social psychology (pp. 269–322). New York: McGraw-Hill.
   Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. doi: 10.1146/annurev.psych.53.100901.135153
   PubMed Web of Science ®Google Scholar
• Fernandes, C. A. (2007). A matemática na disciplina de ciências físico-quimicas: um estudo sobre as atitudes de alunos do 9° ano de escolaridade [Mathematics in the discipline of physical-chemical sciences: A study on the attitudes of students in the 9th-year of schooling] (Master's thesis). Retrieved from Repositorium UMinho http://hdl.handle.net/1822/8140
   Google Scholar
• Fiolhais, C., Ferreira, A. J., Constantino, B., Portela, C., Braguez, F., Ventura, G., & Rodrigues, S. (2013). Metas curriculares do 3° ciclo do ensino básico [Curricular goals of the 3rd-cycle of basic education]. Lisboa: Ministério da Educação e da Ciência, Governo de Portugal.
   Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50. doi: 10.1177/002224378101800104
   Web of Science ®Google Scholar
• Gardner, P. L. (1974). Sex differences in achievement, attitudes, and personality of science students: A review. Research in Science Education, 4(1), 231–258. doi: 10.1007/BF02558596
   Google Scholar
• Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Multivariate data analysis (7th ed.). Harlow: Pearson Education Limited.
   Google Scholar
• Institute of Physics. (2017). Improving gender balance - reflections on the impact of interventions in schools. Retrieved from Institute of Physics website https://www.iop.org/publications/iop/2017/page_69173.html
   Google Scholar
• Kan, A., & Akbaş, A. (2006). Affective factors that influence chemistry achievement (attitude and self efficacy) and the power of these factors to predict chemistry achievement-I. Journal of Turkish Science Education, 3(1), 76–85.
   Google Scholar
• Kessels, U., Rau, M., & Hannover, B. (2006). What goes well with physics? Measuring and altering the image of science. British Journal of Educational Psychology, 76(4), 761–780. doi: 10.1348/000709905X59961
   PubMed Web of Science ®Google Scholar
• Kousa, P., Kavonius, R., & Aksela, M. (2018). Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods. Chemistry Education Research and Practice, 19(2), 431–441. doi: 10.1039/C7RP00226B
   Web of Science ®Google Scholar
• Marôco, J. (2014). Análise de Equações Estruturais: Fundamentos teóricos, software & Aplicações [Structural equation analysis: Theoretical fundamentals, software & applications] (2nd ed.). Pêro Pinheiro: ReportNumber.
   Google Scholar
• Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010). A new look at the big five factor structure through exploratory structural equation modeling. Psychological Assessment, 22(3), 471–491. doi: 10.1037/a0019227
   PubMed Web of Science ®Google Scholar
• Mattern, N., & Schau, C. (2002). Gender differences in science attitude-achievement relationships over time among white middle-school students. Journal of Research in Science Teaching, 39(4), 324–340. doi: 10.1002/tea.10024
   Web of Science ®Google Scholar
• Millsap, R. E., & Olivera-Aguilar, M. (2012). Investigating measurement invariance using confirmatory factor analysis. In R. H. Hoyle (Ed.), Handbook of structural equation modeling (pp. 380–392). New York, NY: The Guilford Press.
   Google Scholar
• Mujtaba, T., Sheldrake, R., Reiss, M. J., & Simon, S. (2018). Students’ science attitudes, beliefs, and context: Associations with science and chemistry aspirations. International Journal of Science Education, 40(6), 644–667. doi: 10.1080/09500693.2018.1433896
   Web of Science ®Google Scholar
• Muthén, L., & Muthén, B. (2012). Mplus version 7 [computer software]. Los Angeles, CA: Muthen & Muthen.
   Google Scholar
• Neto, A. (1995). Contributos para uma Nova Didáctica da Resolução de Problemas: um estudo de orientação metacognitiva em aulas de Física do Ensino Secundário [Contributions to a new didactics of problem solving: A metacognitive orientation study in secondary physics classes] (Doctoral dissertation). Retrieved from REpositório Universidade de Évora http://hdl.handle.net/10174/10992
   Google Scholar
• Neto, A., Candeias, A., Pomar, C., Costa, P., Oliveira, M., Silva, S., … Rebelo, N. (2011, September). Questionários de Atitudes Face à Língua Portuguesa (QAFLP), Matemática (QAFM), Ciências da Natureza (QAFCdN), Ciências Naturais (QAFCN) e Ciências Físico-Químicas (QAFCFQ) em Alunos Portugueses Do Ensino Básico: Estudo Psicométrico [Attitudinal questionnaires towards Portuguese Language (QAFLP), Mathematics (QAFM), Sciences of Nature (QAFCdN), Natural Sciences (QAFCN) and Physical and Chemical Sciences (QAFCFQ) in Portuguese students of basic education: Psychometric study]. Poster session presented at XI Congreso Internacional Galego-Portugués de Psicopedagoxía. Universidade da Coruña, Coruña, España.
   Google Scholar
• Neto, A., Candeias, A. A., Rebelo, N., Varelas, D., & Diniz, A. M. (2013, September). Validade estrutural do questionário de atitudes face às ciências físico-químicas: Estudo com alunos do 9° ano ensino básico português [Structural validity of the questionnaire of attitudes towards the physical-chemical sciences: Study with 9th-grade Portuguese elementary school students]. Poster session presented at XII Congresso Internacional Galego-Português de Psicopedagogia, Universidade Minho, Braga, Portugal.
   Google Scholar
• Organisation for Economic Co-operation and Development. (2016). PISA 2015 results (volume I): Excellence and equity in education. Paris: OECD Publishing.
   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
• Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. doi: 10.1080/03057267.2014.881626
   Web of Science ®Google Scholar
• Reid, N. (2015). Attitude research in science education. In M. S. Khine (Ed.), Attitude measurements in science education: Classic and contemporary approaches (pp. 3–46). Charlotte: Information Age Publishing.
   Google Scholar
• Ross, J., Nuñez, L., & Lai, C. C. (2018). Partial least squares structural equation modeling of chemistry attitude in introductory college chemistry. Chemistry Education Research and Practice, 19(4), 1270–1286. doi: 10.1039/C7RP00238F
   Web of Science ®Google Scholar
• Sahin, M., Caliskan, S., & Dilek, U. (2015). Development and validation of the physics anxiety rating scale. International Journal of Environmental and Science Education, 10(2), 183–200.
   Google Scholar
• Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th-grade students in high schools in Greece. Science Education, 88(4), 535–547. doi: 10.1002/sce.10134
   Web of Science ®Google Scholar
• Sass, D. A. (2011). Testing measurement invariance and comparing latent factor means within a confirmatory factor analysis framework. Journal of Psychoeducational Assessment, 29(4), 347–363. doi: 10.1177/0734282911406661
   Web of Science ®Google Scholar
• Sass, D. A., & Schmitt, T. A. (2010). A comparative investigation of rotation criteria within exploratory factor analysis. Multivariate Behavioral Research, 45(1), 73–103. doi: 10.1080/00273170903504810
   PubMed Web of Science ®Google Scholar
• Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23(3), 177–187. doi: 10.1002/tea.3660230302
   Web of Science ®Google Scholar
• Seba, J. M., Ndunguru, P. A., & Mkoma, S. L. (2013). Secondary school students’ attitudes towards chemistry and physics subjects in Tarime-Mara, Tanzania. Tanzania Journal of Natural and Applied Sciences, 4(2), 642–647.
   Google Scholar
• Tytler, R. (2014). Attitudes, identity, and aspirations toward science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research in science education (Vol. 2, pp. 82–103). New York: Routledge.
   Google Scholar
• Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). Dordrecht: Springer.
   Google Scholar
• Vahedi, S., & Yari, M. (2014). Role of cognitive and emotional factors on educational achievement among high school students in physics. European Online Journal of Natural and Social Sciences, 3(3), 572–579.
   Google Scholar
• Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement towards physics achievement. International Education Studies, 8(3), 35–43. doi: 10.5539/ies.v8n3p35
   Google Scholar
• Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: A study of structural models and gender differences. International Journal of Science Education, 39(5), 507–527. doi: 10.1080/09500693.2017.1292015
   Web of Science ®Google Scholar
• Wang, M.-T., Chow, A., Degol, J. L., & Eccles, J. S. (2017). Does everyone’s motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents’ achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46(8), 1821–1838. doi: 10.1007/s10964-016-0620-1
   PubMed Web of Science ®Google Scholar
• Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387–398. doi: 10.1002/tea.3660320407
   Web of Science ®Google Scholar
• Xu, X., & Lewis, J. E. (2011). Refinement of a chemistry attitude measure for college students. Journal of Chemical Education, 88(5), 561–568. doi: 10.1021/ed900071q
   Web of Science ®Google Scholar
• Xu, X., Villafane, S. M., & Lewis, J. E. (2013). College students’ attitudes toward chemistry, conceptual knowledge and achievement: Structural equation model analysis. Chemistry Education Research and Practice, 14(2), 188–200. doi: 10.1039/C3RP20170H
   Web of Science ®Google Scholar
• Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081–1094. doi: 10.1080/0950069032000052207
   Web of Science ®Google Scholar