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Refinement of a Chemistry Attitude Measure for College Students
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    Refinement of a Chemistry Attitude Measure for College Students
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    Department of Chemistry, University of South Florida, Tampa, Florida 33620, United States
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    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2011, 88, 5, 561–568
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    https://doi.org/10.1021/ed900071q
    Published March 18, 2011
    Copyright © 2011 The American Chemical Society and Division of Chemical Education, Inc.

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    This work presents the evaluation and refinement of a chemistry attitude measure, Attitude toward the Subject of Chemistry Inventory (ASCI), for college students. The original 20-item and revised 8-item versions of ASCI (V1 and V2) were administered to different samples. The evaluation for ASCI had two main foci: reliability and validity. This study provides evidence for good reliability and validity of ASCI (V2) scores. Reliability was estimated by satisfying internal consistency and test−retest reliability. The two-factor (“intellectual accessibility” and “emotional satisfaction”) correlated structure was supported by confirmatory factor analysis. The two subscales could be indicators of cognition and affect components of attitude, and thus make a good connection with a theoretical framework from psychology. Regarding the attitude−achievement relationship, students’ attitudes played a significant role in predicting final achievement in a general chemistry course even when initial ability scores were taken into account. Implications for science education are discussed.

    Copyright © 2011 The American Chemical Society and Division of Chemical Education, Inc.

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    Journal of Chemical Education

    Cite this: J. Chem. Educ. 2011, 88, 5, 561–568
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    https://doi.org/10.1021/ed900071q
    Published March 18, 2011
    Copyright © 2011 The American Chemical Society and Division of Chemical Education, Inc.

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