Persistence: The Success of Students Who Transfer from Community Colleges to Selective Four-Year Institutions.
Persistence: The Success of Students Who Transfer from Community Colleges to Selective Four-Year Institutions.
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坚持：从社区学院转学到四年制精英院校的学生的成功。
DOI：
10.1002/tea.21416
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发表时间：
2019
影响因子：
4.6
通讯作者：
Jennifer Glynn
中科院分区：
文献类型：
--
作者：
Jennifer Glynn
本研究的目的是通过开发和验证适合横截面设计的工具，使未来能够研究学生对科学和相关结构的态度。在对文献进行彻底审查后，确定许多现有仪器的设计方面似乎在某种程度上受到限制。 BRAINS（行为、相关态度和科学意图）调查旨在解决针对许多现有工具的核心批评。 BRAINS 植根于源自理性行动和计划行为 (TRAPB) 理论的理论框架。最初的开发涉及专家小组的审查、在线交付的调整以及该平台上的试点。为了确定包含 59 项的工具的心理测量有效性，我们对 1,291 名伊利诺伊州 5 至 10 年级学生进行了随机抽样。验证性因素分析和随后的细化产生了包含 5 个因素的 30 项工具，具有良好的统计拟合，包括 0.04 的 RMSEA 和 0.95 的 CFI。最终工具模型的五个因素或构造反映了潜在的 TRAPB 框架：对科学的态度、关于科学的行为信念、从事科学的意图、规范信念和控制信念。 © 2017 Wiley periodicals, Inc. J Res Sci Teach 55: 172–205, 2018
The aim of the present study is to enable future studies into students’ attitudes toward science, and related constructs, by developing and validating an instrument suitable for cross‐sectional designs. Following a thorough review of the literature it was determined that many extant instruments included design aspects that appeared to be limited in some way. The BRAINS (Behaviors, Related Attitudes, and Intentions toward Science) Survey was designed to address core criticisms that have been leveled against many existing instruments. BRAINS was rooted in a theoretical framework drawn from the theories of reasoned action and planned behavior (TRAPB). Initial development involved review by an expert panel, adaptation for online delivery and a pilot on this platform. To establish the psychometric validity of the 59‐item instrument it was administered to a representative, random sample of 1,291 Illinois students in grades 5 through 10. Confirmatory factor analysis and subsequent refinement yielded a 30‐item instrument with five factors and a good statistical fit including a RMSEA of 0.04 and a CFI of 0.95. The five factors, or constructs, of the final instrument model reflect the underlying TRAPB framework: attitudes toward science, behavioral beliefs about science, intentions to engage in science, normative beliefs, and control beliefs. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 172–205, 2018