This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5^th and 6^th (M_age = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort ​cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science.

这项调查解决了对有效和可靠工具的需求，这些工具有助于理解导致拒绝与科学相关的研究的因素。我们讨论了对科学调查表发表的态度的理论和方法上的局限性，并描述了一种根植于成就动机的期望值模型成本构建中的短期工具的开发和验证。我们收集了从632的样本数据5^个和6^个（中号_年龄= 10.87; SD= .76）西班牙的小学生。探索性和验证性因素分析显示了一种简约的结构，可以衡量有价值的替代品的损失和工作量成本。进一步的心理测量评估显示了收敛性，判别性和并发有效性的证据。同样，两个项目等级的可靠性都是可以接受的。这些发现支持拟议的工具来测量西班牙儿童学习学校科学时遇到的障碍。