Abstract
The physics affective characteristics scale is a valid and reliable instrument with subscales, including physics course anxiety, self-efficacy in physics, and physics achievement motivation.
Highlights
Students’ affective characteristics have been an interesting topic for physics education research (PER) for several decades
With the same purposes—since there were no comprehensive and compact questionnaire with strong psychometric properties to measure a collection of affective constructs in the PER literature–the affective characteristics scale (ACS) was developed by Abak in 2003 [22]
It was developed to answer a need in the PER group of the researcher: to be used as a pretest and post-test in the experimental studies to control for affective variables, and subsequently it has been used for various studies to (i) predict achievement [20,23,24], (ii) investigate gender differences [25], and (iii) measure affective characteristics before and after various interventions such as context-based approaches [26,27,28]
Summary
Students’ affective characteristics (motivation, attitudes, interest, relevance, expectations, self-efficacy, etc.) have been an interesting topic for physics education research (PER) for several decades. Questionnaires such as the Views about Science Survey (VASS) by Halloun [1], the Maryland Expectations about Science Survey (MPEX) by Redish et al [2], and the Colorado Learning Attitudes about Science Survey (CLASS) by Adams et al [3] were developed for different purposes and have been used for exploring various aspects of student perceptions about learning physics. Researchers’ interest in the affective aspects of physics education continues [4,5].
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