Measuring Adolescent Science Motivation

Autor/inn/en	Schumm, Maximiliane F.; Bogner, Franz X.
Titel	Measuring Adolescent Science Motivation
Quelle	In: International Journal of Science Education, 38 (2016) 3, S.434-449 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1147659
Schlagwörter	Grade 10; Questionnaires; Student Motivation; Science Instruction; Factor Analysis; Gender Differences; Self Determination; Self Efficacy; Personality Traits; Learning Motivation; Secondary School Students; Test Validity; Foreign Countries; Statistical Analysis; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Fragebogen; Schulische Motivation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Faktorenanalyse; Geschlechterkonflikt; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Motivation for studies; Lernmotivation; Sekundarschüler; Testvalidität; Ausland; Statistische Analyse; Likert-Skala; Deutschland
Abstract	To monitor science motivation, 232 tenth graders of the college preparatory level ("Gymnasium") completed the Science Motivation Questionnaire II (SMQ-II). Additionally, personality data were collected using a 10-item version of the Big Five Inventory. A subsequent exploratory factor analysis based on the eigenvalue-greater-than-one criterion, extracted a loading pattern, which in principle, followed the SMQ-II frame. Two items were dropped due to inappropriate loadings. The remaining SMQ-II seems to provide a consistent scale matching the findings in literature. Nevertheless, also possible shortcomings of the scale are discussed. Data showed a higher perceived self-determination in girls which seems compensated by their lower self-efficacy beliefs leading to equality of females and males in overall science motivation scores. Additionally, the Big Five personality traits and science motivation components show little relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01