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Academic achievement in physics-chemistry: the predictive effect of attitudes and reasoning abilities

2017Journal article Open access
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dc.contributor.authorVilia, Paulo N.
dc.contributor.authorCandeias, Adelinda A.
dc.contributor.authorNeto, António S.
dc.contributor.authorFranco, Maria da Glória S.
dc.contributor.authorMelo, Madalena
dc.date.accessioned2021-06-29T12:54:06Z
dc.date.available2021-06-29T12:54:06Z
dc.date.issued2017
dc.description.abstractScience education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationVilia, P. N., Candeias, A. A., Neto, A. S., Franco, M. D. G. S., & Melo, M. (2017). Academic achievement in physics-chemistry: the predictive effect of attitudes and reasoning abilities. Frontiers in psychology, 8, 1064. https://doi.org/10.3389/fpsyg.2017.01064pt_PT
dc.identifier.doi10.3389/fpsyg.2017.01064pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.13/3499
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Mediapt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectAcademic achievementpt_PT
dc.subjectAttitudept_PT
dc.subjectReasoning skillspt_PT
dc.subjectPhysics educationpt_PT
dc.subjectChemistry educationpt_PT
dc.subjectHigh-schoolpt_PT
dc.subject.pt_PT
dc.subjectFaculdade de Artes e Humanidadespt_PT
dc.titleAcademic achievement in physics-chemistry: the predictive effect of attitudes and reasoning abilitiespt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/5876-PPCDTI/PTDC%2FCPE-CED%2F104884%2F2008/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBD%2F90575%2F2012/PT
oaire.citation.startPage1064pt_PT
oaire.citation.titleFrontiers in Psychologypt_PT
oaire.citation.volume8pt_PT
oaire.fundingStream5876-PPCDTI
oaire.fundingStreamSFRH
person.familyNameCandeias
person.familyNameFranco
person.givenNameAdelinda
person.givenNameMaria da Glória
person.identifier343363
person.identifier385292
person.identifier.ciencia-idDC13-6C8D-C659
person.identifier.ciencia-id0410-D39E-6784
person.identifier.orcid0000-0002-9489-8880
person.identifier.orcid0000-0001-8634-9120
person.identifier.ridC-9916-2018
person.identifier.scopus-author-id54395037700
person.identifier.scopus-author-id56970566700
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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