Science Motivation Questionnaire II Research Articles

Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.

Cross-cultural adaptation of the Science Motivation Questionnaire II (SMQ-II) for Portuguesespeaking Brazilian secondary school students

Introduction: Science motivation is important for students’ scientific literacy. Yet, there is a lack of valid and reliable measurement tools for the Brazilian context. This study presents the Brazilian Portuguese version of the Science Motivation Questionnaire (SMQ-II) and motivational baseline data. Method: The instrument was translated into Brazilian Portuguese using cross-cultural validation procedures. For structural validity evidence, the responses of 646 secondary school students were subjected to exploratory and confirmatory factor analysis, as well as measurement invariance. For reliability evidence, Cronbach’s alpha (α) and McDonald’s omega (ω) were calculated. Students’ motivation was analysed using 2 (gender) x 4 (grade levels) x 3 (study modality) MANOVA. Results: 24 items measuring intrinsic motivation, career motivation, grade motivation, and self-efficacy supported a four-factor structure with adequate reliability against the original five-factor structure (self-determination was not salient). Measurement invariance was established across the gender and study modalities, but not for grade levels. Higher-grade level Brazilian students were less motivated, and girls reported higher intrinsic and career motivation, but lower self-efficacy than boys. Conclusion: These findings lay the foundation for the assessment of Brazilian students’ science motivation, although they also reveal problems in the latent structure of the SMQ-II and call for the development of instruments rooted in contemporary motivational theories.

Learning Motivation and Self-Efficacy towards Improved Clinical Performance in Undergraduate Nursing Students: A Cross-sectional Study

Introduction: Learning motivation promotes academic achievement, satisfaction and education of students. Self-efficacy helps students overcome challenges associated with clinical nursing education. A gap remains in the literature related to learning motivation and selfefficacy in undergraduate nursing programs. Aim: The purpose of this study was to examine the relationship between learning motivation and self-efficacy among undergraduate nursing students. Materials and Methods: A cross-sectional, descriptive study was conducted on undergraduate nursing students from a public university in Saudi Arabia from February 2021 to April 2021. The Science Motivation Questionnaire II (SMQ-II) to assess motivation and General Self-Efficacy (GSE) scale to assess selfefficacy were used for data collection. Data was analysed using Statistical Package for the Social Sciences (SPSS) software version 26.0, bivariate analyses were used where needed and multiple linear regression analysis was conducted to examine the relationship between motivation levels and self-efficacy while controlling for demographic variables. Results: A total of 110 undergraduate nursing students participated in the study. Most of the sample reported a slightly high level of both learning motivation with a mean of 75.5, range: 8-100 and self-efficacy with a mean of 29.3, range: 1-40. None of the demographic variables were significantly associated with either learning motivation or self-efficacy (p-value>0.05). Learning motivation was found to have a strong, positive and significant correlation (r-value=0.663, p-value<0.001) with selfefficacy. In regression, learning motivation was the only variable significantly associated with self-efficacy (β=0.655, p-value <0.05). Conclusion: The findings demonstrated that motivation is critical in explaining attitudes, predicting consequences of actions, and directing behavior to fulfill the goals of clinical courses. Selfefficacy is another important factor in student nurses’ progress.

Use of Comic-based Learning Module in Physics in Enhancing Students’ Achievement and Motivation

This study investigated the effect of using a comic-based learning module in Physics as a learning tool on students’ conceptual understanding and motivation. A mixed method approach using a quasi-experimental pre-test-post-test design was used in this study. An adapted 50-multiple choice test items and the physics version of the “Science Motivation Questionnaire-II’ (SMQ-II) were used to measure changes of students” conceptual understanding and motivation respectively. Two intact classes of 68 Grade 8 students in a public school in Cavite, the Philippines participated in this study with corresponding parental consent. Quantitative data were analyzed using Paired-Sample t-test and qualitative data were gathered from students’ interviews. After the integration of the comic-based learning module for 4 weeks, results showed that it provided significant increase on students’ conceptual understanding in Physics. Meanwhile, the four components of students’ motivation such as intrinsic motivation, self-efficacy, self-determination, and grade motivation showed significant increase. Finally, students’ learning experience on the use of the module as revealed on focus group discussion showed that the module helped them to understand better the Physics topics being discussed and to become more motivated to learn Physics. Future studies would have to consider the appropriateness and suitability of comic-based learning module in other subject areas and grade levels.

Measurement of Oral Medicine Learning Motivation in Dental Students Using Indonesian Version of Science Motivation Questionnaire II (SMQ-II)

Objective: To assess the learning motivation level in Oral Medicine (OM) among Universitas Indonesia dental students. Material and Methods: This research used an analytic-descriptive study with a cross-sectional design by gathering data directly from total population of Universitas Indonesia dental students. Participants were divided into three groups based on curriculum: G1: pre-clinical who have not had OM, G2: pre-clinical who had taken OM, and G3: clinical years. Data gathering was using Science Motivation Questionnaire II (SMQ-II), which include five motivation components: intrinsic motivation, self-efficacy, self-determination, grade motivation and career motivation . Results: The response rate of this study was 96.6% (743 subjects). The Intraclass Correlation Coefficient of 0.941 indicated good internal consistency. In discriminant validity test, grade motivation and career motivation of pre-clinical groups showed no significant difference. Among three, G3 acquired the highest mean score for highly motivated groups (67.27), followed by G2 (65.89), ended by G1 (62.54). The highest mean score for overall motivation, acquired by G3 . Conclusion: Clinical years group have the highest motivation level to learn in Oral Medicine.

Literasi Saintifik Berdasarkan Kecerdasan Majemuk dan Motivasi Belajar

Burhān al-Dīn al-Nu’mān ibn Ibrōhīm al-Zarnūjī in his treatise entitled “Ta'līm al-Muta'allim Ṭorīq al-Ta'allum” informed that the academic achievement has six things dependency: ingenious acumen, fervent desire, resilience, sufficent sustenance, guidance of a teacher, and length of time. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

Assessing science motivation among high school students participating in a supplemental science programme: the Emerging Scholars Environmental Health Sciences Academy

ABSTRACTMotivation to learn science plays an important role in the persistence, achievement, and career aspirations of students studying science, technology, engineering and math (STEM). Several studies have focused on how supplemental summer programmes build science motivation in undergraduate STEM students, but few studies have focused on how such programmes build motivation in high school students. This study assessed how the Emerging Scholars Environmental Health Sciences Academy, a supplemental summer science programme for public high school students in Louisiana, Alabama, and Florida in the southern United States, influenced participants’ science motivation, as measured by the Science Motivation Questionnaire II (SMQII). The SMQII assesses five motivation factors for learning science: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Participants (n = 45) completed the SMQII before and after completing the academy, which allowed students to learn, apply, and experience environmental health science. Results indicated a statistically significant increase in motivation to learn science among participants, particularly for self-determination and career motivation. Inquiry-based learning, individual mentoring, and exposure to environmental health careers may explain why the academy was effective in positively influencing participants’ self-determination and career motivation. Finally, practical lessons learned for implementing a supplemental science programme for high school students are provided.

The Secondary-Student Science Learning Motivation in Korea and Indonesia

The previous studies on motivation have merely revealed the effects of gender, educational level, and country; however, the effect of the interactions between these variables on motivation has not yet been uncovered. The present study aims to statistically examine whether or not the interactions between these three variables can significantly impact the student science learning motivation. A set of the Science Motivation Questionnaire-II (SMQ-II) was administered to 867 Korean and 954 Indonesian secondary students (middle and high schools), and the Rasch analysis was performed to identify the validity and reliability of the instrument. To reveal the aim of this study, a three-way ANOVA and Pearson-correlation tests were used. Based on the findings, the interactions between country, gender, and educational level exerted significant effects on the student science learning motivation, as well as the remaining motivational components. The findings are discussed with respect to the factorial complexity that contributes to the student science learning motivation and the differences between the learning-motivation levels of the students of the two countries.

Cross-Cultural Adaptation and Psychometric Properties of the Science Motivation Questionnaire-II: Indonesian Version

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.

Relating motivation and student outcomes in general organic chemistry

A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation factors for students taking general organic chemistry, and how they connect to, and correlate with student performance. A cross-sectional study was conducted involving 2648 undergraduate student participants at two institutions over five semesters and four instructors. Motivation was measured using the Organic Chemistry Motivation Survey (OCMS), a modified form of Glynnet al.(2011)'s Science Motivation Questionnaire II (SMQ-II). The results suggest that the students were highly motivated towards earning a high grade, but that this grade motivation correlated only weakly with performance. Other intrinsic and extrinsic motivation factors were found to be low, suggesting that the students perceived organic chemistry to have little relevance to their interests and careers. However, student performance was strongly correlated with self-efficacy, and, to a lesser extent, self-determination. This finding implies that high-performing students tended to be self-regulated learners who are not motivated primarily by the relevance of the course content. Alternate sources of motivation that can drive self-regulation are discussed.

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

The present study aims to analyse the effect of motivational variables and previous academic achievement on students’ future choice of chemistry once this subject becomes optional in the educational system. Toward this goal, the translation and adaptation of the Science Motivation Questionnaire II (SMQII) has been undertaken in our investigation to measure students’ motivation towards physics and chemistry. The sample comprised 1060 secondary school Spanish students divided into two groups: 695 students who chose the subject when it became optional for the first time and 365 who decided to leave it. Factor analysis confirmed the original structure of latent variables in our sample, providing validity for this adaptation to a new language and context. A segmentation analysis confirmed that career motivation was the best predictor of students’ retention in physics and chemistry before previous academic achievement and the rest of the motivational variables. Although significant gender differences were found in self-efficacy and self-determination, these seem not to be relevant in students’ choice.

Measuring adolescent science motivation

ABSTRACTTo 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.