When studying attitudes toward technology education, the affective attitudinal component has primarily been the focus. This study focuses on how the affective, cognitive and behavioral attitudinal components of technology education can be incorporated using a two-step survey: the traditional PATT-questionnaire (PATT-SQSE) and the recently developed Mitcham Score questionnaire. The aim of this study is to explore the relationship among the cognitive, affective and potential behavioural components of students’ attitudes toward technology in a Swedish context, using the PATT-SQ-SE instrument including the Mitcham score open items. Results of the analyses show that relationships among the attitudinal components are observable. The results also imply that relationships among the attitudinal components are different for girls than boys. A key factor for the participating students’ attitudinal relations was interest (affective component) in technology education. An individual interest in technology education was related to both the cognitive component and behavioral intention. Another key relationship, for girls, was that the cognitive component had a strong relationship with behavioral intention, which was not the case for boys. Based on the observed relations between the cognitive, affective and behavioural components we have identified two key implications for educational practice: Girls should learn a broader conception of technology in technology education, if we want them to pursue technology-related careers to a higher degree; Students’ interest in technology should be stimulated through engaging tasks in technology education.

在研究对技术教育的态度时，情感态度成分已成为重点。这项研究的重点是如何通过两步调查来整合技术教育的情感，认知和行为态度成分：传统的PATT问卷（PATT-SQSE）和最近开发的Mitcham分数问卷。这项研究的目的是使用包括Mitcham分数在内的PATT-SQ-SE工具，探讨瑞典语背景下学生对技术态度的认知，情感和潜在行为成分之间的关​​系。分析结果表明，态度成分之间的关​​系是可观察到的。结果还暗示女孩的态度成分之间的关​​系与男孩不同。参与学生的态度关系的关键因素是对技术教育的兴趣（情感成分）。个人对技术教育的兴趣与认知成分和行为意图有关。对于女孩来说，另一个关键的关系是认知成分与行为意图有着很强的关系，而男孩则不是。根据观察到的认知，情感和行为组成部分之间的关​​系，我们确定了教育实践的两个关键含义：如果我们希望女孩追求更高水平的技术职业，女孩应该在技术教育中学习更广泛的技术概念；应通过从事技术教育任务来激发学生对技术的兴趣。