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|Title: ||Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities|
|Authors: ||Vilia, Paulo N.|
Candeias, Adelinda A.
Neto, António S.
Franco, Maria da Glória S.
|Editors: ||Pereira, Ana L.|
|Keywords: ||academic achievement|
|Issue Date: ||Jun-2017|
|Publisher: ||Frontiers in Psychology|
|Citation: ||Vilia, P. N., Candeias, A. A., Neto, A. S.,
Franco, M. S. & Melo, M. (2017). Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning
Abilities. Frontiers in Psychology, 8:1064.
|Abstract: ||Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships
between students’ attitudes, cognitive abilities, and academic achievement. The main
purpose of this study is to analyze the impact of student’s attitudes toward the
school discipline of Physics and Chemistry and their reasoning abilities on academic
achievement on that school subject, among Portuguese 9th grade students using
the data collected during the Project Academic Performance and Development:
a longitudinal study on the effects of school transitions in Portuguese students
(PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8%
and 203 boys – 43.2%), aged 14–16 years old (m D 14.3 0.58). The attitude data
were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ)
and, the Reasoning Test Battery (RTB) was used to assess the students reasoning
abilities. Achievement was measured using the students’ quarterly (9-week) grades in
the physics and chemistry subject. The relationships between the attitude dimensions
toward Physics-chemistry and the reasoning dimensions and achievement in each
of the three school terms were assessed by multiple regression stepwise analyses
and standardized regression coefficients (b), calculated with IBM SPSS Statistics 21
software. Both variables studied proved to be significant predictor variables of school
achievement. The models obtained from the use of both variables were always stronger
accounting for higher proportions of student’s grade variations. The results show that
ATPCQ and RTB had a significantly positive relationship with student’s achievement
in Physics-chemistry, indicating that both attitudinal and cognitive variables should be
taken into account on science education as well as in educative intervention.|
|Appears in Collections:||CIDEHUS - Publicações - Artigos em Revistas Internacionais Com Arbitragem Científica|
PSI - Publicações - Artigos em Revistas Internacionais Com Arbitragem Científica
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