Science Motivation Questionnaire Research Articles

Motivation to learn Biology: Adaptation and validation of a Science Motivation Questionnaire with Slovene secondary school students

Motivation for biology can be considered as one of the most important factors influencing the teaching and learning of biology. Thus, the main objectives of this research were to test the validity of an instrument that measures students' motivation for the subject of biology, and to determine the situational motivation of Slovenian secondary school students for learning biology. Based on 516 completed web questionnaires filled in by various secondary school students from Slovenia, we came to the following conclusions. By applying non-parametric tests, we concluded that there were certain statistical differences between genders and between students from different secondary schools and regions when it came to motivation for studying biology. First-year students are more concerned with assessing knowledge. Those from the fourth year, on the other hand, are more interested in the knowledge they have acquired rather than the grade they have achieved. They also considered knowledge in biology as important for their life and thus for their career. The factor analysis yielded a structure different from the theoretical constructs. The responses of Slovenian secondary school students formed five factors for the motivation to learn biology: (1) intrinsic motivation and personal importance, (2) anxiety about assessment tasks, (3) self-efficacy in assessments, (4) career motivation and (5) responsibility. This information could be useful for teachers and researchers to promote motivation for the discipline and subject of biology. A lack of motivation in science can hinder science and science literacy, which is necessary for responsible decision-making and behaviour and in choosing a career in science.

THE INFLUENCE OF STEM EDUCATION ON MOTIVATION TO LEARN IN MATHEMATICS LESSONS

This study examined the impact of STEM (Science, Technology, Engineering, and Mathematics) education on 8th-grade students' motivation towards learning mathematics at a Nazarbayev Intellectual School in Almaty. The research aimed to assess how STEM education influences motivational factors such as intrinsic value, self-regulation, self-efficacy, utility value, attainment value, and test anxiety. An experimental design was employed with 52 participants divided into two groups: a control group using traditional teaching methods and an experimental group engaging in STEM approaches. The Mathematics Motivation Questionnaire (MMQ), adapted from the Science Motivation Questionnaire (SMQ), was utilized for data collection before and after the intervention. Results from paired samples T-tests and descriptive statistics showed significant enhancements in the motivational levels of students in the experimental group, indicating that STEM education effectively boosts motivation towards mathematics learning. This research underscores the significance of incorporating STEM educational practices into mathematics curricula to create a more engaging and motivating learning atmosphere. These findings are crucial for educators, curriculum designers, and policymakers focused on improving mathematics education and fostering a greater interest in STEM fields among middle school students, contributing to the existing literature on educational motivation.

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.

Motivation to learn in university science students studying anatomy: A mixed-methods analysis of what drives learning.

Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID-19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed-methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second- and third-year) and gender; and (2) the impact of COVID-19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non-parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID-19 pandemic negatively impacted motivational components, but it had also fast-tracked the development of online learning, with both positive and negative connotations. Students value traditional in-person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.

A Conceptual Approach to Adapting the Science Motivation Questionnaire (SMQ) II to Explore Motivational and Background Factors Influencing Student Enrollment on College Technology Programmes

A Conceptual Approach to Adapting the Science Motivation Questionnaire (SMQ) II to Explore Motivational and Background Factors Influencing Student Enrollment on College Technology Programmes

Motivational component profiles in learning embryology: A comparative study between first and final year medical students

Background: As a part of the "triangulation approach" for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i.e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.

Motivation and Engagement as a Predictor of Students’ Science Achievement Satisfaction of Malaysian of Secondary School Students

Abstract Psychologists consider student engagement as a primary pathway by which motivational processes contribute to students’ learning and development (Connell & Wellborn, 1991). Academically engaged students self-regulate their learning, make plans for upcoming tasks, and persist when encountering obstacles and challenges. The present study intends to analyses the relationship between students’ motivation and engagement and their academic satisfaction and test the effect of some variables (gender, class) on that relation. To accomplish these purposes, this study intends to investigate Malaysian primary school students’ motivation, engagement and achievement satisfaction as predictors of achievement satisfaction in science and test the effect of some variables (gender, grade) on that relation. The students - 460 students (43% male, 57% female) of secondary school- responded to the Self-Developed Academic Satisfaction Questionnaire, Students’ Engagement Questionnaire and Science Motivation Questionnaire. All the questionnaires are valid and reliable according to the Cronbach’s Alpha value. A Multiple linear regression analysis has been used to predict the achievement satisfaction of Science based on the level of students’ motivation and level of engagement in Science classroom. The findings showed that students have a good level of motivation, engagement and achievement satisfaction. Even though students’ motivation is significantly predicted students’ achievement, but neither students’ engagement nor achievement satisfaction are a significant predictor of students’ achievement.

The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.

Learning assistant (LA) programs train undergraduate students to foster peer discussion and facilitate active-learning activities in undergraduate science, technology, engineering, and mathematics (STEM) classes. Students who take courses that are supported by LAs demonstrate better conceptual understanding, lower failure rates, and higher satisfaction with the course. There is less work, however, on the impact that participating in LA programs has on the LAs themselves. The current study implements a pretest-posttest design to assess changes in LAs' metacognition and motivation to succeed in STEM across their first and second quarters as an LA. Our findings suggest that participating in this program may help LAs become more reflective learners, as was demonstrated by an increase in their scores on the Metacognitive Awareness Inventory (MAI) after the first quarter. LAs also showed increases on the Intrinsic Motivation and Self-Efficacy subscales of the Science Motivation Questionnaire. Students who participated in the program for an additional quarter continued to show increases in their MAI scores and maintained the gains that were observed in their motivation. Taken together, this work suggests that, in addition to benefiting the learner, LA programs may have positive impacts on the LAs themselves.

Comparison of students' physics motivation by gender using the Physics Motivation Questionnaire (PMQ): Rasch model analysis

During the pandemic, many physics teachers only deliver material without adequate learning assistance. This directly or indirectly has influenced students' motivation to learn physics. The analysis of motivation so far has only used the classical test theory approach, so it cannot describe motivation at the individual level. Therefore, this study analyzes students' motivation to learn physics using the Rasch model. This research uses a survey research type. The survey was conducted on 27 class X and XI students who were selected using convenience sampling. The instrument used is the Physics Motivation Questionnaire (PMQ), adapted from the Science Motivation Questionnaire (SQM) developed by Glynn et al. The PMQ uses a 5-point Likert rating scale. Motivation levels were collected online using the Google Forms platform. Motivation level data were analyzed using the Wright map, LVP (Logit Value of Person), and Differential Item Functioning (DIF). The analysis results show that the average level of student motivation is higher than the item difficulty level. Male and female students have the highest motivation on the factor/dimension of Career Motivation. Regarding Gender, male students are more anxious and worried about failing physics exams than girls. Meanwhile, female students were more motivated to study physics better than other students. So, there are differences in the motivation of male and female students. Teachers must insert particular messages for students so they both have positive motivation when studying physics. Students must stay focused on their learning efforts and keep trying to improve their understanding of physics.

Relationships of mathematics achievement with self-determined motivation and mathematics anxiety among senior two students in Northern Rwanda

The most important factors affecting students' mathematics achievement are affective-motivational factors. Grounded on self-determination theory, expectancy-value theory, and control-value theory, we examined the relationship between self-determined motivation (i.e., intrinsic motivation and career motivation) and mathematics anxiety (cognitive and affective components) with mathematics achievement. The authors examined the proposed relations using cross-sectional data of senior two (grade eight) students in Northern Rwanda. Exploratory and confirmatory factor analyses of the subscales adapted from the Science Motivation Questionnaire (SMQ and SMQ-II) confirmed a two-factor structure for mathematics anxiety and a two-factor structure for self-determined motivation. The adapted subscales showed good internal consistency, convergent validity, and discriminant validity. Furthermore, the findings suggest that the adapted subscales can be used to assess intrinsic motivation, career motivation, and mathematics anxiety among Rwandan students in senior two. Based on the findings, mathematics anxiety is a two-dimensional construct comprising both cognitive and affective components, and these components differ in their relationship with mathematics achievement. Cognitive mathematics anxiety was negatively related to mathematics achievement more than affective mathematics anxiety; intrinsic motivation and career motivation were positively related to mathematics achievement. These findings suggest that teachers should promote more self-determined motivation among senior two students to improve their mathematics achievement. Additional longitudinal research is needed to determine whether the observed differential relationship patterns between mathematics anxiety components and mathematics achievement persist over time.

The Impact of Using the "Go-Chemist!" App on Students‘ Motivation to Learn Atomic Structure in Chemistry

The purpose of this study is to analyze the effect of using the Go-Chemist! app on student motivation on the topic of atomic structure. In this study, we performed a quasi-experimental design. The sample was 71 tenth-grade students from two intact classes at a public high school in Jakarta, Indonesia. The control group was taught using a printed book, while the experimental group was instructed using the Go-Chemist! application. Student motivation in both groups was then evaluated before and after intervention using the science motivation questionnaire (SMQ). In order to examine the difference and increase in the scores of the two groups, independent and paired sample t-tests were employed. The results reflected that after treatment, students in the experimental group scored higher than students in the control group in terms of motivation. In addition, there was a significant increase in motivation among experimental group students compared to their counterparts. This suggested that the use of the Go-Chemist! is effective in improving students’ motivation in atomic structure. As such, we recommend curriculum developers, policymakers, teachers, and students take advantage of Go-Chemist! app in the teaching and learning of chemistry.

Chinese chemistry motivation questionnaire II: adaptation and validation of the science motivation questionnaire II in high school students

This study aimed to adapt a new version of the Science Motivation Questionnaire II, the Chinese Chemistry Motivation Questionnaire II, for high school students in China, focusing specifically on chemistry. The sample consisted of 1635 students from four high schools, by stratified random sampling. Data was collected online. Exploratory and confirmatory factor analysis confirmed the original five-component motivation (intrinsic motivation, career motivation, self-determination, self-efficacy and grade motivation) structure after dropping four problematical items, and the factorial invariance was also confirmed across gender, region of residence, and choice of chemistry. Five components were strongly correlated in the Chinese context. Among the five components, students scored the highest in grade motivation. Generally, students who would continue chemistry scored much higher in all five components than those who would discontinue, with boys scoring slightly higher than girls and urban students scoring slightly higher than rural students. Specifically, for students who would continue chemistry, there were medium gender differences in self-efficacy, small gender differences in intrinsic motivation, career motivation, and self-determination, no significant gender differences in grade motivation, and small regional differences in all five components. For students who would discontinue chemistry, there were no significant differences in all five components across gender and region of residence. The internal structure of the questionnaire, correlations among the five components, and group differences in motivation were discussed. Some implications for researchers and practitioners were presented.

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.

EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS' MOTIVATION TO LEARN CHEMISTRY AND PHYSICS

The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students’ gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students’ academic major. Students’ academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students’ motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education). Keywords: academic major, gender effect, quantitative research, science learning, students’ experiences

Analisis Motivasi Sains Pada Pembelajaran Fisika Menggunakan Science Motivation Questionnaire (SMQ) II Pada Siswa Kelas X SMA/MA Di Kota Semarang

This research aims to find out how the level of science motivation of students in the physics learning of class X high school in Semarang City using Science Motivation Questionnaire (SMQ) II. The data analysis method used in this study is quantitative descriptive analysis. The sample in this study was 357 students of class X in 15 of the 75 high schools in Semarang city with stratified random sampling technique. Online data collection techniques use questionnaires on google form and offline using questionnaires on paper. The results showed that the level of science motivation of students at class X high school Semarang city falls into the high category. In total, each component of science motivation has an insignificant score difference so that students' science motivation is almost evenly distributed in each component. The value motivation component had the highest score with 21,09% while intrinsic motivation scored the most with 19%. The self-efficacy component scored 19,94%, self-determination 19,96%, and career motivation 20,08%. The score obtained by each component is not much different between the components of science motivation. Motivation is included in the high category is one of the causes of the increase in the value of national exam high school at Semarang City in previous years.Keywords: science, science motivation, SMQ II

Motivation Behind the Preference of Distance Education of Higher Education Students

Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs.
 Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models).
 Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development.
 Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

Students’ Motivation to Learn Science Through Undergraduate - level Agricultural Coursework

A profound need currently exists in the United States for increased student interest in science, technology, engineering, and mathematics (STEM) -based careers. Our study focused on how students conceptualized their motivation to learn contextualized science via agricultural science while viewed through the lens of both social cognitive theory (Bandura, 1986, 2001) and Azjen’s theory of planned behavior (1991). Our non-experimental, descriptive study focused on students enrolled in either an undergraduate-level animal science or plant science course. The questionnaire used for this study was a modified version of the Science Motivation Questionnaire II (SMQ II). The SMQ II has been found to have adequate content validity and criterion-related validity. The science motivation scales with the highest reported average mean scores were grade motivation, career motivation, and intrinsic motivation. The self-determination and self-efficacy scales received lower ratings from the students.

Integrating informal learning in college general chemistry courses

Informal learning (IL) venues such as museums, zoos, scouting, national parks, and community activities are increasingly recognized for their important role in enhancing the public understanding of science. Many benefits to students who participate in rich informal learning experiences are reported in the literature, including improvements in scientific reasoning skills, percentages of students enrolling in science, technology, engineering, and math (STEM) majors, and completion of college degrees. The research reported herein analyzes potential benefits of including informal learning experiences in college general chemistry courses, using the School Museum Learning Framework to structure the informal learning experiences. Assessment of outcomes of the informal learning activities are scaffolded upon the U.S. National Research Council's Strands of Informal Learning. Gains in science learning as they related to formal chemistry course content were quantified using pre- and post-assessment measures. Additional outcomes quantifying student motivation were evaluated using the Science Motivation Questionnaire. Results show improvement in some course-related outcomes as well as affective expressions of motivation by students who participated in informal learning experiences.

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.

Motivasi Sains Mahasiswa dalam Pembelajaran Konsep Dasar IPA Fisika melalui Virtual Laboratory

The purpose of this study was to determine the students' scientific motivation in learning, especially practical activities in learning the Basic Concepts of Science Physics through a virtual laboratory. The method used in this study is a survey research conducted on second semester students of elementary school teacher candidates. The instrument used is the Science Motivation Questionnaire II with a Likert scale of 1-5. The science motivation questionnaire consists of five components including intrinsic motivation, self-determination, self-efficacy, career motivation, and motivation grade. The results showed that the science motivation of students who took the Basic Concepts of Science Physics course as a whole was in the category of often to always motivated as much as 62.77%. Meanwhile, for the occasional to often motivated category as much as 33.11% and the rarely to sometimes category as much as 2.13%. The highest scientific motivation indicator is on the motivation grade indicator, while the lowest category is on the self-determination indicator.