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The purpose of this paper was to describe students' attitudes enrolled in an electronics and Electrical constructions subject while working in laboratory of electronics science. Especially, the aim of the research is the analysis of the believes, attitudes, understanding and intentions of the Electrical students of Technological Institute of Kozani, Greece in order to estimate the factors that determine the degree of understanding of the subject of electronics constructions and following this the range of its future professional use. The Students' Attitude toward Electronics and Electrical Constructions Subject (SATEECS) scale was developed in order to measure Electrical students of Technological Institutes students' attitudes towards electronics constructions subject. Important variables related to electronics and electrical constructions such as mathematics ability, student anxiety, student confidence, subject difficulty, subject value and gender continue to influence student attitudes. The methods used for the analysis of data were the implicative statistical analysis and the principal components analysis. Implications from the findings of this study are also discussed. [ABSTRACT FROM AUTHOR]

Students' attitudes toward science have a strong impact on their achievement in science. Therefore, identification and influence of attitudes has become an essential part of educational research. This study analyses students' attitudes toward physics. One hundred and sixty seven 11th grade students' of first-generation immigrants in Greece took part in the research. A validated questionnaire measuring attitudes toward physics was administered to 91 male and 76 female students from four different regions in Western Macedonia, Greece, in the academic year 2008-09. In addition the study explores students' gender in relation to the attitudes toward the subject. The methods used for the analysis of data were the implicative statistical analysis and the principal components analysis. One of the findings of the study is that students' attitude toward physics is strongly affected by teacher identity (personality). This can be taken as a hint for future research. Implications concerning teacher diversity education are also discussed. [ABSTRACT FROM AUTHOR]