Test of Science Related Attitudes (TOSRA)

Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.

Average Review: 4 (4.0)

Supplemental Information:

Assessment Type:

70 5-point Likert scale items (10 questions from 7 subscales)


5-point Likert scale (strongly disagree, disagree, not sure, agree, strongly agree)

Publication Date:

Nov 07, 2008


Original study: 7th-10th graders

Domain(s) Evaluated:

Engagement, Attitude / Behavior

Sample items:

I would prefer to do experiments than to read about them. A job as a scientist would be interesting.


internal consistency = range 0.56 to 0.96.


Magnitude of correlation between scales = 0.03 to 0.33.



Administration time:

45 minutes

Requires a Computer:


Requires Internet Access:


Primary reference:

Fraser, B.L. (1978). Development of a test of science-related attitudes. Science Education, 62(4), 509-515. doi:10.1002/sce.3730620411


Fraser also developed a second TOSRA. TOSRA2 is comprised of two 35-statement questionnaires (pretest/protest). It is used with adults and children. The cross-cultural validity of TOSRA has been established in the US.

Fraser, B., & Lee, S. (2015). Use of test of science related attitudes (TOSRA) in Korea. Attitude measurements in science education: Classic and contemporary approaches, 293.

Navarro, M., Förster, C., González, C., & González-Pose, P. (2016). Attitudes toward science: Measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms. International Journal of Science Education, 38(9), 1459-1482.

Other Reference:
Robinson, E. & Fraser, B. J. (2013). Kindergarten students' and parents' perceptions of science classroom environments: Achievement and attitudes. Learning Environments Research, 16, 151-167.

TORSA was used to associate student outcomes and the classroom-learning environment, particularly to add the measure of student attitudes towards science and achievement. The study references the extensive work of other authors using the survey and Fraser et al 2010 study showing high reliability results. The study used a modified version of the original. The internal consistency, reliability and scale independence were all measured. For each of the modified scales internal consistency was measured finding a range from 0.56 to 0.96. The magnitude of correlation between the scales was 0.03 to 0.33 suggesting reasonable scale independence. These results support the scale having reliability and scale independence.

STEM Criteria









Professor Barry Fraser
Director of SMEC
Dean of Graduate Studies
Email: b.fraser@curtin.edu.au