The finding suggests parents with a broader view of science are expected to have more positive attitudes across the subscales of perceived relevance, difficulty, enjoyment, and selfefficacy and are expected to have more gender stereotypes.Views of science, specifically whether one had a broad or narrow view of science, significantly predicted perceived relevance, difficulty, enjoyment, and selfefficacy.These results indicate the perceived relevance, enjoyment, and selfefficacy factors have a positive relationship with views of science.Parents with a broader view of science had a higher score on average, indicating more positive attitudes across the four subscales mentioned above than parents with a narrower view of science.Furthermore, results also found that views of science were a negative predictor of perceived difficulty, indicating the perceived difficulty factor has a negative relationship with parents views of science.These results indicate parents with a broader view of science are expected to have more positive attitudes in the perceived relevance, enjoyment, and selfefficacy subdimensions.If we state it more plainly, parents with broader views of science are expected to report having more confidence and enjoyment when doing science with their <a href="http://www.targetmol.com/compound/Glycerite">sell
Tannic acid</a> preschoolers and report more positive views regarding the importance of science for preschoolers, yet they still view science as a difficult subject.Parents definitions of preschool science significantly predicted gender beliefs, while parents definitions of science significantly predicted perceived relevance. These results indicate that gender beliefs have a positive relationship with the parents definitions of preschool science and suggest that parents who define science for preschoolers as the world around them are expected to have more positive attitudes regarding gender stereotypes in science.The results also suggest that preschool parents who define science as a body of knowledge, such as principles, laws, and theories, which explain the world around us are expected to view science as an important subject for preschoolers to learn.The results also found that the R values for each subscale were able to explain a sufficient amount of variance for three of the seven subscales with specific reference to perceived relevance, enjoyment, and selfefficacy. This outcome suggests that other unknown variables account for the remaining variance in the subscales.Furthermore, the results suggest that there are additional unknown variables that explain the variance of the four additional subscales. These results are encouraging when compared to the results of the previous MIMIC model conducted and described earlier. The present findings demonstrate that the seven subscalesfactors are better explained by explanatory variablescovariates that are theoretically related to parents attitudes towards science, rather than demographics.Entropy is based not only on an individuals probability of being in their assigned class but also on their probability of being in other classes.High entropy means people had a high probability of being in their assigned class and a low probability of being in other classes.For example, it tests whether a class model is significantly better than a class model.or less indicates the number of classes in the current model is significantly better than a model with one less class.First, a latent class analysis was conducted identifying only one class, after which the model was run with two, three, four, and five classes, respectively.