Determined importance of transition between a student's initial collegiate science experience and the decision to continue in science, and whether reasons students give to explain their success or failure in their first course are related to that decision. Results demonstrate a sense of competence for students who continue in science. (Author/JM)

Investigated relationships among college students (N=76) science achievement, engaged time (observed and perceived), personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control. Among the results reported are significant relationships between engaged time measures and achievement, and between…

Examines content and problem effects of formal thought in 13-year-olds (N=120). Three controlling variables tasks with different content and two question-type tests (analysis and controlling questions) were administered. Findings, among others, indicate that content and problem effects contribute to variance on formal reasoning problems.…

Twelve pupils from each of 13 middle school science classes participated in this study. Findings, among others, indicate that two of nine engagement measures (attending and generalizing), together with formal reasoning ability, were related to process skill, achievement, and retention. (JN)