Abstract
The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p < 0.01) of the SMTSL questionnaire with students' science attitudes (r = 0.41), and with the science achievement test in previous and current semesters (rP = 0.40 and rc = 0.41). High motivators and low motivators showed a significant difference (p <0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.
| Original language | English |
|---|---|
| Pages (from-to) | 639-654 |
| Number of pages | 16 |
| Journal | International Journal of Science Education |
| Volume | 27 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2005 May 16 |
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The development of a questionnaire to measure students' motivation towards science learning. / Tuan, Hsiao Lin; Chin, Chi Chin; Shieh, Shyang Horng.
In: International Journal of Science Education, Vol. 27, No. 6, 16.05.2005, p. 639-654.Research output: Contribution to journal › Article
TY - JOUR
T1 - The development of a questionnaire to measure students' motivation towards science learning
AU - Tuan, Hsiao Lin
AU - Chin, Chi Chin
AU - Shieh, Shyang Horng
PY - 2005/5/16
Y1 - 2005/5/16
N2 - The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p < 0.01) of the SMTSL questionnaire with students' science attitudes (r = 0.41), and with the science achievement test in previous and current semesters (rP = 0.40 and rc = 0.41). High motivators and low motivators showed a significant difference (p <0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.
AB - The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p < 0.01) of the SMTSL questionnaire with students' science attitudes (r = 0.41), and with the science achievement test in previous and current semesters (rP = 0.40 and rc = 0.41). High motivators and low motivators showed a significant difference (p <0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.
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UR - http://www.scopus.com/inward/citedby.url?scp=19744377185&partnerID=8YFLogxK
U2 - 10.1080/0950069042000323737
DO - 10.1080/0950069042000323737
M3 - Article
AN - SCOPUS:19744377185
VL - 27
SP - 639
EP - 654
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 6
ER -