 Thus, negative attitudes, such as fear of science, can act as an affective filter and an impediment to comprehension and future learning goals.Studies of college students' attitudes about learning physics suggest that these attitudes may be divided into categories of real world connections, personal connections, conceptual connections, student effort and problem-solving.The decision-making aspect of science literacy suggests further attitudes about the state of the world, one's responsibility for its well-being and one's sense of empowerment to make a difference.