Attitude matters more: the impact of perceived competence and attitudes toward science on science engagement among university students

Abstract

ABSTRACT The nexus between science engagement and scientific literacy is established in the literature. However, very little, if any, delved deeper into the interplay of perceived competence, attitudes toward science, and science engagement of different groups of learners at different levels. This study explored the interaction of perceived competence, attitudes, and science engagement among university students majoring in computer science and communications and media at one of the universities in the Kyrgyz Republic. Informed by quantitative survey research design, a five-point Likert scale questionnaire with items adopted from the literature was used to collect data through a print survey from 149 participants. Data collected underwent partial least squares-structural equation modeling using SmartPLS 4. Results revealed the overall significant positive direct effect of perceived competence on attitudes toward science but not on science engagement, the positive direct effect of attitudes toward science on science engagement, and its significant indirect effect between perceived competence and science engagement. A reflection on the importance of developing, strengthening, and scaffolding positive attitudes toward science during the teaching and learning process is provided.