Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)

Primary and secondary students’ exposure to computer science-related activities in school has been steadily increasing, heightening the need for valid measures regarding impact of these activities on students. This study reports on the development and validation process of an instrument to measure s...

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Autores principales:	Arif Rachmatullah, Eric Wiebe, Danielle Boulden, Bradford Mott, Kristy Boyer, James Lester
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2020
Materias:	computer Science attitudes Invariance test Scale validation Secondary education Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990
Acceso en línea:	https://doaj.org/article/a553f2895ad54ccea3f2b8916238b0b8
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spelling	oai:doaj.org-article:a553f2895ad54ccea3f2b8916238b0b82021-12-01T05:03:17ZDevelopment and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)2451-958810.1016/j.chbr.2020.100018https://doaj.org/article/a553f2895ad54ccea3f2b8916238b0b82020-08-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S245195882030018Xhttps://doaj.org/toc/2451-9588Primary and secondary students’ exposure to computer science-related activities in school has been steadily increasing, heightening the need for valid measures regarding impact of these activities on students. This study reports on the development and validation process of an instrument to measure students’ affective state as it relates to computer science in an academic setting. The self-report instrument, Computer Science Attitudes Scale for middle school students (MG-CS Attitudes), was developed based upon expectancy-value theory, which assumes two attitudinal constructs: self-efficacy and outcome expectancy. A set of ten initial items was administered to 663 middle-grade students from sixth to eighth grade (11–13 years of age). A combination of classical test theory and item response theory approaches were used to evaluate and validate the instrument using well-established construct validity frameworks to guide the process, leading to nine final items. The multi-stage validation process has resulted in a robust, well-functioning instrument, which can be used by researchers and evaluators to study CS-related educational interventions.Arif RachmatullahEric WiebeDanielle BouldenBradford MottKristy BoyerJames LesterElsevierarticlecomputer Science attitudesInvariance testScale validationSecondary educationElectronic computers. Computer scienceQA75.5-76.95PsychologyBF1-990ENComputers in Human Behavior Reports, Vol 2, Iss , Pp 100018- (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	computer Science attitudes Invariance test Scale validation Secondary education Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990
spellingShingle	computer Science attitudes Invariance test Scale validation Secondary education Electronic computers. Computer science QA75.5-76.95 Psychology BF1-990 Arif Rachmatullah Eric Wiebe Danielle Boulden Bradford Mott Kristy Boyer James Lester Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
description	Primary and secondary students’ exposure to computer science-related activities in school has been steadily increasing, heightening the need for valid measures regarding impact of these activities on students. This study reports on the development and validation process of an instrument to measure students’ affective state as it relates to computer science in an academic setting. The self-report instrument, Computer Science Attitudes Scale for middle school students (MG-CS Attitudes), was developed based upon expectancy-value theory, which assumes two attitudinal constructs: self-efficacy and outcome expectancy. A set of ten initial items was administered to 663 middle-grade students from sixth to eighth grade (11–13 years of age). A combination of classical test theory and item response theory approaches were used to evaluate and validate the instrument using well-established construct validity frameworks to guide the process, leading to nine final items. The multi-stage validation process has resulted in a robust, well-functioning instrument, which can be used by researchers and evaluators to study CS-related educational interventions.
format	article
author	Arif Rachmatullah Eric Wiebe Danielle Boulden Bradford Mott Kristy Boyer James Lester
author_facet	Arif Rachmatullah Eric Wiebe Danielle Boulden Bradford Mott Kristy Boyer James Lester
author_sort	Arif Rachmatullah
title	Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
title_short	Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
title_full	Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
title_fullStr	Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
title_full_unstemmed	Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)
title_sort	development and validation of the computer science attitudes scale for middle school students (mg-cs attitudes)
publisher	Elsevier
publishDate	2020
url	https://doaj.org/article/a553f2895ad54ccea3f2b8916238b0b8
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Development and validation of the Computer Science Attitudes Scale for middle school students (MG-CS attitudes)

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