Abstract
Objective: To evaluate the cross-cultural adaptation and psychometric properties of the Indonesian version of students’ motivation by the Science Motivation Questionnaire-II (SMQ-II). Material and Methods: The questionnaire was completed by fourth-year preclinical/clinical dental students who had taken oral medicine. Five components of motivation were assessed: intrinsic motivation, self-efficacy, self-determination, grade motivation, and career motivation. Intraclass Correlations (ICC) and Cronbach’s alpha coefficient were used to measure internal consistency and reliability. Construct validity was analyzed using Spearman’s rank correlation coefficient. Results: The response rate was 98.33% (419 eligible students). The ICC of 0.855 for the total score showed excellent reproducibility. Cronbach’s alpha coefficient of 0.867 for the total score showed good internal consistency, and the reliability of the scale was 0.923. The partial correlation test showed that the level of lecturers’ and facilitators’ concern about issues during the oral medicine learning process was not a confounding factor (r=0.619; p<0.001). The construct validity using Spearman’s rank correlation coefficient showed that the total SMQ-II score was significantly associated with the motivation to learn oral medicine (r=0.625; p<0.001). The discriminant validity using the Mann-Whitney U-test was significant for intrinsic motivation and self-efficacy to discriminate using the global question, and it was significant for self-determination to discriminate using oral medicine grades. Conclusion: This Indonesian SMQ-II version has been cross culturally adapted and has good validity and reliability.
Highlights
Motivation, or an attitude that encourages people to act in a particular way, is difficult to measure because the construct contains several latent variables [1,2]
The discriminant validity using the Mann-Whitney U-test was significant for intrinsic motivation and self-efficacy to discriminate using the global question, and it was significant for self-determination to discriminate using oral medicine grades
Science Motivation Questionnaire-II (SMQ-II) was completed by fourth-year preclinical and clinical dental students at the Faculty of Dentistry, Universitas Indonesia
Summary
Motivation, or an attitude that encourages people to act in a particular way, is difficult to measure because the construct contains several latent variables [1,2]. Researchers have defined motivation as the alignment of an individual’s energy and drive to learn, work effectively, and achieve his or her full potential [3,4]. The importance of motivation has recently been receiving increasing attention in medical and dental education research [5,6,7], but this topic has long been of interest to researchers in general education [6]. A number of studies have proved that motivation is reflected in students’ performance, including their cognitive, emotional, and behavioral engagement in certain activities. It is believed that students’ physical and cognitive performance will increase along with increasing motivation, which will have an impact on their learning and achievement in a domain [8,9,10,11]. Student motivation has been reported to be affected by several factors such as gender, academic achievement, and career motivation [12,13,14]
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