Measuring science capital, science attitudes, and science experiences in elementary and middle school students

Abstract

Educators and researchers have been struggling for decades to isolate and measure the factors that contribute to science career decisions. However, there are limited instruments available to measure these factors, particularly across different educational levels. This study describes the adaptation and characteristics of the middle school NextGen Scientist Survey as an assessment for elementary students. Internal validity of the survey was investigated using confirmatory factor analysis (CFA). Also, measurement invariance between the surveys for middle school and elementary students and across gender was examined. Confirmatory factor analyses found a 5-factor solution for both surveys. Partial scalar invariance across elementary and middle school students could be confirmed, i.e., the factor means can be compared across groups. Furthermore, full scalar invariance can be assumed for gender. Altogether, the NextGen Scientist Survey is a valid assessment that can be used across elementary and middle school educational levels.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 35 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.