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The Preservice Elementary Teacher Affect Scale for Science: A Validation Study

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Date Issued:
2016
Abstract/Description:
The current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley (&) Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it may affect the way they teach it to their future students.
Title: The Preservice Elementary Teacher Affect Scale for Science: A Validation Study.
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Name(s): Wilder, Otis, Author
Gill, Michele, Committee Chair
Butler, Malcolm, Committee CoChair
Allen, Kay, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The current study details the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect towards the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on the single factor, positive affect. Reliability is robust, with Cronbach's alpha of .96. Positive affect has shown to predict future levels of engagement in domain specific academic subjects (Ainley (&) Ainley, 2011) and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it may affect the way they teach it to their future students.
Identifier: CFE0006198 (IID), ucf:51104 (fedora)
Note(s): 2016-05-01
M.A.
Education and Human Performance, Teaching, Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): preservice teachers -- elementary education -- science education -- science teaching -- affect -- emotion
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006198
Restrictions on Access: campus 2017-05-15
Host Institution: UCF

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