This paper investigates associations between pre-service primary teachers’ attitudinal profiles towards science learning ( n = 108) and their learning outcomes in an introductory science unit. It expands on previous work on this cohort that used person-centred analyses (cluster analysis) to identify attitudinal profiles at the start and end of the unit (i.e. Optimal , Promising , Vulnerable , and Uncommitted ). In the present study, profile transitions from start to end were calculated to determine transition patterns (i.e. Stays Favourable , Stays Unfavourable , Migrates to Favourable , and Migrates to Unfavourable ). Subsequently, one-way multivariate analyses of variance were conducted to test differences in learning outcomes by initial attitudinal profile and transition patterns. Total assignment mark and final exam mark were used as indicators of achievement of unit learning outcomes, while number of quizzes completed was used as an indicator of student commitment to unit assessment. The results indicate that pre-service primary teachers who started the unit with Optimal and Promising profiles achieved better outcomes and engaged more with unit assessment than those who started with Uncommitted or Vulnerable profiles. In terms of transition patterns, starting and staying in a Favourable profile ( Optimal and Promising ) led to the most successful outcomes, while the opposite was the case for students who started and stayed in the least favourable profiles ( Vulnerable and Uncommitted ). These findings suggest the importance of the early identification of students whose attitudes towards learning science may show vulnerability or lack of commitment so targeted interventions and suitable adaptations to curriculum and classroom environment can be put in place.

中文翻译：

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开始并保持强大：职前小学教师对科学学习的态度概况及其在科学入门单元中的成果

本文调查了职前小学教师对科学学习的态度特征（n = 108）与其在科学入门单元中的学习成果之间的关联。它扩展了该队列之前的工作，该队列使用以人为中心的分析（集群分析）来识别单元开始和结束时的态度配置文件（即 Optimal 、 Promising 、 Vulnerable 和 Uncommitted ）。在本研究中，计算从开始到结束的配置文件转换以确定转换模式（即保持有利、保持不利、迁移到有利和迁移到不利）。随后，进行了单向多变量方差分析，以通过初始态度特征和过渡模式来测试学习结果的差异。总作业分数和期末考试分数用作衡量单元学习成果的指标，而完成的测验数量用作学生对单元评估的承诺的指标。结果表明，以最佳和有前途的档案开始该单元的职前小学教师比以未承诺或脆弱的档案开始的那些取得了更好的成果，并且更多地参与了单元评估。在过渡模式方面，开始并保持在有利的配置文件（最佳和有希望）导致最成功的结果，而开始和保持最不利配置文件（易受攻击和未提交）的学生则相反。