A Brief Scale on Attitude Toward Learning of Scientific Subjects (ATLoSS) for Middle School Students

Abstract

This paper aims at developing and validating a brief scale specifically assessing Attitude Toward Learning of Scientific Subjects (ATLoSS) and at testing its measurement invariance across genders. The scale was validated on a sample of 18,436 Italian students (51% males) attending middle schools at 7th grade by using both exploratory factor analysis and confirmatory factor analysis. The four item scale had good internal consistency with a Cronbach’s alpha of .864 and a one-factor solution characterized by measurement invariance across genders. Associations with other measures – in particular with math academic self-concept and interest/enjoyment in math – supported convergent and divergent validity of the scale; besides, good criterion validity based on student achievement and prospective choice of higher education was confirmed. The scale represents a brief and easy instrument which can be used in large scale student assessment and can provide teachers and educators with preliminary information on their students’ attitudes which are relevant for academic achievement.