Science education research has demonstrated the influence of affect on learning. The National 4-H Science Logic Model outlines outcomes from youth participation in 4-H science programs, which includes attitude and interest outcomes. The associated measure, the National 4-H Science Common Measure, assesses these attitude constructs and not other affective factors. Tie study reported here sought to determine whether additional affective constructs were separate from the general constructs assessed on the Common Measure. We found the additional measures have good reliability and moderate correlations among the outcomes, suggesting the new measures assess different constructs than currently assessed by the Common Measure.
BT - Journal of Extension C6 - University of California, Davis IS - 3 LA - eng N2 -Science education research has demonstrated the influence of affect on learning. The National 4-H Science Logic Model outlines outcomes from youth participation in 4-H science programs, which includes attitude and interest outcomes. The associated measure, the National 4-H Science Common Measure, assesses these attitude constructs and not other affective factors. Tie study reported here sought to determine whether additional affective constructs were separate from the general constructs assessed on the Common Measure. We found the additional measures have good reliability and moderate correlations among the outcomes, suggesting the new measures assess different constructs than currently assessed by the Common Measure.
PY - 2015 T2 - Journal of Extension TI - Examination of attitude and interest measures for 4-H science evaluation UR - https://archives.joe.org/joe/2015june/rb4.php VL - 53 ER -