Kundrát, JosefRečka, KarelPaulík, KarelBaumgartner, FrantišekMalůš, Marek2025-01-242025-01-242022Psychologie a její kontexty 13(2), 2022, 63–7910.15452/PsyX.2022.13.0011https://eduo.osu.cz/handle/123456789/128This study aims to provide preliminary evidence of the concurrent and structural validity of a novel instrument to measure students’ attitudes toward school subjects. This new tool uses interactive software and measures attitudes less directly by asking students to change different visual features of objects displayed in a virtual three‑dimensional space, thereby expressing their attitudes metaphorically (popularity/liking through size, importance through size, difficulty through weight, and relationship with a teacher through temperature). The results of this novel method were compared and related to the semantic differential, an already established instrument that is frequently used in the context of school evaluation and focuses on connotative meanings. The study was carried out on a sample of 147 Czech primary school students who rated three school subjects: Czech, English, and mathematics. We used structural equation modeling to analyze the measurement structure of both instruments and the relationship between them. The results showed that a single dominant factor (popularity/liking) can explain the majority of the variance shared between items.eninfo:eu-repo/semantics/publishedVersion