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Levin, James; Klindienst, David – 1983
This study compared attitudinal data on students who had dropped college preparatory science (academic terminal) in high school (N=55) with those who continued to enroll (academic continuing) in college preparatory science courses (N=108). Eight attitudes that have been hypothesized to be related to learning cognitive performance and enrollment in…
Descriptors: Academic Persistence, College Preparation, High School Students, High Schools
Peer reviewed Peer reviewed
James, Robert K.; Smith, Stan – Science Education, 1985
Investigated the grade/grade levels at which alienation from science occurs. Alienation is defined in terms of declining science subject preference and attitude scores of students (including Blacks and females) in cross sectional samples of adjacent grade levels. Data show that the greatest decline occurred between 6th and 7th grades. (JN)
Descriptors: Attitude Change, Blacks, Elementary School Science, Females
Cothron, Julia H.; Thompson, Ertle – 1984
Science Curriculum Improvement Study (SCIS) students in grades 4-6 were used to investigate ecological concept formation. Researcher-designed, multiple-choice and free-sort tasks were administered. Statistics utilized included analysis of variance, Spearman correlation, multiple regression, frequency distributions, and latent partition analysis.…
Descriptors: Academic Ability, Concept Formation, Ecology, Elementary School Science
Czerniak, Charlene; Chiarelott, Leigh – 1984
This study reviews literature on science anxiety related to such variables as sex, intellectual capacity, achievement, and attitudes. To measure science anxiety, a questionnaire (included in an appendix) was developed, pilot-tested on students in grades 5 and 7 in the Bowling Green (Ohio) School District, and administered in final form to 532…
Descriptors: Academic Achievement, Anxiety, Elementary School Science, Instructional Program Divisions
Shemesh, Michal; Lazarowitz, Reuven – 1985
This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of…
Descriptors: Abstract Reasoning, Age, Cognitive Ability, Cognitive Development