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Many models in science education have tried to clarify the causal relationships of affectivevariables on student performance, by presenting theoretical models, exploratory SEM(structural equation models), and confirmatory SEM. Based on the literature, the recentAS-TI-CU model scrutinised the most robust stimuli of conceptual understanding (CU):intrinsic attitude towards science (AS) and topic interest (TI). However, the confirmatorymodel has not been extended to estimate how students achieve in the secondary science orin Korea where student’s disengagement in science is prevalent. Sampling 10th- and 11thgradersin Korea (N = 219), this study thus aims to clarify how the forth factor “schoolachievement (SA)” interacts in the structural equation modelling. The multiple-group SEManalysis in AMOS7 reveals that student’s intrinsic AS stimulates their school achievementin both graders and that their topic interest abnormally discourages school achievementonly in the 11th-graders. The findings provide explanations for the latent threats ofnegative attitudes and for the “age 14’s dip”. Lastly, how to form a theory of persuasion ofattitude change is discussed for a further research question.

A Confirmatory Structural Equation Model of Achievement Estimated by Dichotomous Attitudes, Interest, and Conceptual Understanding