Gender differences in science attitude-achievement relationships over time among white middle-school students

Abstract

Four causal models describing the longitudinal relationships between attitudes and achievement have been proposed in the literature. These models feature: (a) cross-effects over time between attitudes and achievement, (b) influence of achievement predominant over time, (c) influence of attitudes predominant over time, or (d) no cross-effects over time between attitudes and achievement. In an examination of the causal relationships over time between attitudes toward science and science achievement for White rural seventh-and eighth-grade students, the cross-effects model was the best fitting model form for students overall. However, when examined by gender, the no cross-effects model exhibited the most accurate fit for White rural middle-school girls, whereas a new model called the no attitudes-path model exhibited the best fit for these boys. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 324-340, 2002.