Examining the attitude-achievement paradox in PISA using a multilevel multidimensional IRT model for extreme response style

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 4 Correlations between science achievement and attitudes

	Correlation w/ACH (full sample)	Correlation w/ACH (subsample)
Enjoy (ENJ)	.73	.74
Value (VAL)	.66	.67
Environment (ENV)	.32	.30
Use (USE)	.52	.47
Future A (FUTA)	.80	.77
Future B (FUTB)	.76	.75
Learning (LRN)	.74	.73