Shifting Attitudes Toward Science and Identities During the Middle School Transition

The decline in science interest during adolescence is a well-documented phenomenon; however, its dynamics within Latin American educational systems remain underexplored. This cross-sectional study investigates the trajectory of Attitudes Toward Science and Science Identity among 1,147 students in grades 4-8 from public and private schools. Using validated instruments, we employed linear regression models to analyze trends and Cohen’s d to pinpoint critical transition points, with analyses stratified by gender and school type. Results revealed a non-linear trajectory, characterized by a significant decline in most attitude and identity constructs during the transition to secondary school (6th-7th grade), followed by a rebound in the 8th-grade cohort. This decline was more pronounced among girls, particularly in self-efficacy and Science Identity. While both school types showed a similar decrease in Science Identity, private schools exhibited a protective effect on students' self-efficacy and perceived utility of science. Findings indicate that the attitudinal decline is not linear but concentrated in key transitions and is significantly moderated by gender and school context.