#667: Exploring the Influence of Affective Factors on Cognitive Factors in Primary School Students' Scientific Literacy

This study examined the relationships among affective and cognitive factors of scientific literacy using data from 5,957 4th and 6th graders in China. The SEM results revealed that: (1) a significant internal chain exists within the affective dimension, progressing from curiosity to scientific interest and then to science identity; (2) cognitive factors follow a sequential path from content knowledge to scientific reasoning, and further to inquiry; (3) the direct effects of affective factors on cognitive outcomes are limited, with a more prominent role played by a complete mediation pathway: "curiosity to interest to identity to content knowledge to reasoning/inquiry". Multi-group path analysis further indicated that the overall model structure differs significantly between 4th and 6th graders, with sixth graders showing higher efficiency in transforming curiosity into interest and converting knowledge into reasoning and inquiry. The study provides an integrated model and evidence for stage-specific instructional strategies in K12 science education.