Psychometric reevaluation of the scientific attitude inventory-revised (SAI-II)
The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sampl...
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| Veröffentlicht in: | Journal of research in science teaching 2008-05, Vol.45 (5), p.600-616 |
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| creator | Lichtenstein, Michael J. Owen, Steven V. Blalock, Cheryl L. Liu, Yan Ramirez, Kacy A. Pruski, Linda A. Marshall, Carolyn E. Toepperwein, Mary Anne |
| description | The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p |
| doi_str_mv | 10.1002/tea.20244 |
| format | Article |
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The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008</description><identifier>ISSN: 0022-4308</identifier><identifier>EISSN: 1098-2736</identifier><identifier>DOI: 10.1002/tea.20244</identifier><language>eng</language><publisher>Hoboken: Wiley Subscription Services, Inc., A Wiley Company</publisher><subject>Attitudes ; Confirmatory factor analysis ; evaluation and theory ; Factor Analysis ; Factor Structure ; general science ; High School Students ; Measures (Individuals) ; Middle School Students ; Psychometric properties ; Psychometrics ; Scientific Attitudes ; statistics/multivariate ; Student Attitudes ; survey ; Teacher Attitudes ; Teachers ; Texas ; Validation</subject><ispartof>Journal of research in science teaching, 2008-05, Vol.45 (5), p.600-616</ispartof><rights>Copyright © 2008 Wiley Periodicals, Inc.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3914-c63b471ba1d6a74dd92939322a73f5696c426a4b086afed2d92059857006dd513</citedby><cites>FETCH-LOGICAL-c3914-c63b471ba1d6a74dd92939322a73f5696c426a4b086afed2d92059857006dd513</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Ftea.20244$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Ftea.20244$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,31000,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ793037$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lichtenstein, Michael J.</creatorcontrib><creatorcontrib>Owen, Steven V.</creatorcontrib><creatorcontrib>Blalock, Cheryl L.</creatorcontrib><creatorcontrib>Liu, Yan</creatorcontrib><creatorcontrib>Ramirez, Kacy A.</creatorcontrib><creatorcontrib>Pruski, Linda A.</creatorcontrib><creatorcontrib>Marshall, Carolyn E.</creatorcontrib><creatorcontrib>Toepperwein, Mary Anne</creatorcontrib><title>Psychometric reevaluation of the scientific attitude inventory-revised (SAI-II)</title><title>Journal of research in science teaching</title><addtitle>J. Res. Sci. Teach</addtitle><description>The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008</description><subject>Attitudes</subject><subject>Confirmatory factor analysis</subject><subject>evaluation and theory</subject><subject>Factor Analysis</subject><subject>Factor Structure</subject><subject>general science</subject><subject>High School Students</subject><subject>Measures (Individuals)</subject><subject>Middle School Students</subject><subject>Psychometric properties</subject><subject>Psychometrics</subject><subject>Scientific Attitudes</subject><subject>statistics/multivariate</subject><subject>Student Attitudes</subject><subject>survey</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Texas</subject><subject>Validation</subject><issn>0022-4308</issn><issn>1098-2736</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kDtPwzAURi0EEqUwsDNk4jEE_IodjxWU0grxUIs6Wm5yIwxpA7Zb6L_HEGAD3cHSPed-lj6E9gk-JRjTswDmlGLK-QbqEKzylEomNlEnMppyhvNttOP9E8aYKaI66PbOr4vHZg7B2SJxACtTL02wzSJpqiQ8QuILC4tgq4hNCDYsS0jsYhV3jVunDlbWQ5kcj3vDdDg82UVblak97H2_XfRw2Z-cX6XXt4Phee86LeK_PC0Em3FJZoaUwkhelooqphilRrIqE0oUnArDZzgXpoKSRo4zlWcSY1GWGWFddNTmvrjmdQk-6Ln1BdS1WUCz9FpmnLCc0k_z8F9TEJUxGqeLTlqxcI33Dir94uzcuLUmWH-Wq2O5-qvc6B60LsTafr3-SCqGmYz4rMVvtob13zl60u_9BKbthfUB3n8vjHvWQjKZ6enNQF-M76cUj5gesA94SJIo</recordid><startdate>200805</startdate><enddate>200805</enddate><creator>Lichtenstein, Michael J.</creator><creator>Owen, Steven V.</creator><creator>Blalock, Cheryl L.</creator><creator>Liu, Yan</creator><creator>Ramirez, Kacy A.</creator><creator>Pruski, Linda A.</creator><creator>Marshall, Carolyn E.</creator><creator>Toepperwein, Mary Anne</creator><general>Wiley Subscription Services, Inc., A Wiley Company</general><general>John Wiley & Sons, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>200805</creationdate><title>Psychometric reevaluation of the scientific attitude inventory-revised (SAI-II)</title><author>Lichtenstein, Michael J. ; Owen, Steven V. ; Blalock, Cheryl L. ; Liu, Yan ; Ramirez, Kacy A. ; Pruski, Linda A. ; Marshall, Carolyn E. ; Toepperwein, Mary Anne</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3914-c63b471ba1d6a74dd92939322a73f5696c426a4b086afed2d92059857006dd513</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2008</creationdate><topic>Attitudes</topic><topic>Confirmatory factor analysis</topic><topic>evaluation and theory</topic><topic>Factor Analysis</topic><topic>Factor Structure</topic><topic>general science</topic><topic>High School Students</topic><topic>Measures (Individuals)</topic><topic>Middle School Students</topic><topic>Psychometric properties</topic><topic>Psychometrics</topic><topic>Scientific Attitudes</topic><topic>statistics/multivariate</topic><topic>Student Attitudes</topic><topic>survey</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Texas</topic><topic>Validation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lichtenstein, Michael J.</creatorcontrib><creatorcontrib>Owen, Steven V.</creatorcontrib><creatorcontrib>Blalock, Cheryl L.</creatorcontrib><creatorcontrib>Liu, Yan</creatorcontrib><creatorcontrib>Ramirez, Kacy A.</creatorcontrib><creatorcontrib>Pruski, Linda A.</creatorcontrib><creatorcontrib>Marshall, Carolyn E.</creatorcontrib><creatorcontrib>Toepperwein, Mary Anne</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Journal of research in science teaching</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lichtenstein, Michael J.</au><au>Owen, Steven V.</au><au>Blalock, Cheryl L.</au><au>Liu, Yan</au><au>Ramirez, Kacy A.</au><au>Pruski, Linda A.</au><au>Marshall, Carolyn E.</au><au>Toepperwein, Mary Anne</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ793037</ericid><atitle>Psychometric reevaluation of the scientific attitude inventory-revised (SAI-II)</atitle><jtitle>Journal of research in science teaching</jtitle><addtitle>J. Res. Sci. Teach</addtitle><date>2008-05</date><risdate>2008</risdate><volume>45</volume><issue>5</issue><spage>600</spage><epage>616</epage><pages>600-616</pages><issn>0022-4308</issn><eissn>1098-2736</eissn><abstract>The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ2 (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008</abstract><cop>Hoboken</cop><pub>Wiley Subscription Services, Inc., A Wiley Company</pub><doi>10.1002/tea.20244</doi><tpages>17</tpages></addata></record> |
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| subjects | Attitudes Confirmatory factor analysis evaluation and theory Factor Analysis Factor Structure general science High School Students Measures (Individuals) Middle School Students Psychometric properties Psychometrics Scientific Attitudes statistics/multivariate Student Attitudes survey Teacher Attitudes Teachers Texas Validation |
| title | Psychometric reevaluation of the scientific attitude inventory-revised (SAI-II) |
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