Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development... We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Science Education and Technology Springer Journals

Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Springer Science+Business Media, LLC
Subject
Education; Science Education; Educational Technology
ISSN
1059-0145
eISSN
1573-1839
D.O.I.
10.1007/s10956-017-9697-x
Publisher site
See Article on Publisher Site

Abstract

We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.

Journal

Journal of Science Education and TechnologySpringer Journals

Published: Jun 13, 2017

References

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