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ERIC Number: EJ1033578
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0950-0693
Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes toward Science
Cartwright, Tina J.; Atwood, Jon
International Journal of Science Education, v36 n14 p2421-2437 2014
Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self-efficacy (as measured by the Science Teaching Efficacy Beliefs Instrument-B), attitudes toward science (modified Attitudes Toward Science Inventory), and relevancy of science (Changes in Attitudes about the Relevancy of Science). Results indicate that a significant response-shift bias occurred in the scales relating to self-efficacy, confidence, and attitudes toward science; while no response-shift bias occurred in scales relating to outcome expectancy, value, and relevancy of science. Our data provide evidence that response-shifts naturally discriminate among different constructs and that participants successfully and consistently reported certain constructs over time which may be of interest for program evaluators and self-efficacy researchers. This research could have implications for program evaluators and researchers who need to measure program impacts on pre-service teachers with limited science-teaching experiences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 1031456|1003907