Adaptation of the Students' Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language

European Journal of Psychology of Education

Volumn 28, Issue 3, 2013, Pages 747-766

  Dermitzaki, Irini ^a   Stavroussi, Panayiota ^a   Vavougios, Denis ^a   Kotsis, Konstantinos T ^b  

^a UNIVERSITY OF THESSALY   (Greece)

^b UNIVERSITY OF IOANNINA   (Greece)

Author keywords

Motivation; Questionnaire adaptation; Science education; Science learning

Indexed keywords

EID: 84892364606     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-012-0138-1     Document Type: Article

References (64)

1. Arwood, L. (2004). Teaching cell biology to nonscience majors through forensics, or how to design a killer course. Cell Biology Education, 3, 131-138.
2. Aunola, K., Leskinen, E., & Nurmi, J.-E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school. British Journal of Educational Psychology, 76, 21-40.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
4. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
5. Başer, M. (2007). The contribution of learning motivation, reasoning ability and learning orientation to ninth grade international baccalaureate and national program students' understanding of mitosis and meiosis. Master's thesis, Middle East Technical University, Ankara, Turkey.
6. Bentler, P. M. (1993). EQS: Structural equations program manual (2nd ed.). Los Angeles, CA: BMDP Statistical Software.
7. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
8. Brophy, J. (Ed.). (1998). Advances in research on teaching: Expectations in the classroom. Greenwich, CT: JAI.
9. Cavas, P. (2011). Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31-42.
10. Chen, Y. K., & Yang, K. Y. (2006). Using problem-based learning teaching model to promote the self-directed science learning readiness and science learning motivation of eighth-grade students. APERA conference, 28-30 November, Hong Kong.
11. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge Falmer.
12. Druger, M. (1998). Creating a motivational learning environment in large, introductory science courses. Journal of Natural Resources and Life Sciences Education, 27, 80-82.
13. Feng, S. L., & Tuan, H. L. (2005). Using arcs model to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3, 463-484.
14. Frassinelli., L. (2006). What are perceived to be the key motivating factors in the decision to become a scientist or engineer? Research report, TE 891, Michigan State University. https://www.msu.edu/user/frassine/TE%20891%20- %20Final%20Research%20Report.pdf. Accessed 2 June 2011.
15. Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44, 1088-1107.
16. Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46, 127-146.
17. Green, B. A., & DeBacker, T. K. (2004). Gender and orientations towards the future: Links to motivation. Educational Psychology Review, 16, 91-120.
18. Gustafsson, J. E. (1994). Hierarchical models of intelligence and educational achievement. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning: Structure and development (pp. 45-74). Amsterdam: North-Holland.
19. Güvercin, Ö., Tekkaya, C., & Sungur, S. (2010). A cross age study of elementary students' motivation towards science learning. Hacettepe Üniversitesi Eǧitim Fakültesi Dergisi (H. U. Journal of Education), 39, 233-243.
20. Hornery, S., Craven, R. G., Yeung, A. S., & Ali, J. (2008). A new multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation. Paper presented at the Australian Association for Research in Education Conference, Brisbane, Australia. www.aare.edu.au/08pap/hor08757.pdf. Accessed 2 June 2011.
21. Hu, L. T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis' conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
22. Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: Motivation theory and its relation to student perceptions. Reading and Writing Quarterly, 16(1), 23-57.
23. Juriševič, M., Glažar, S. A., Razdevšek Pučko, C., & Devetak, I. (2008). Intrinsic motivation of pre-service primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30, 87-107.
24. Juriševič, M., Glažar, S. A., Vogrinc, J., & Devetak, I. (2009, January). Intrinsic motivation for learning science through educational vertical in Slovenia. Paper presented at the Fifth biennal self international conference enabling human potential: The centrality of self and identity, Al Ain, United Arab Emirates.
25. Kuhl, J. (2000). A functional-design approach to motivation and self-regulation. The dynamics of personality systems interactions. In In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 111-150). San Diego, CA: Academic.
26. Kuyper, H., van derWerf, M. P. C., & Lubbers, M. J. (2000). Motivation, metacognition and self-regulation as predictors of long-term educational attainment. Educational Research and Evaluation, 6, 181-205.
27. Lau, K. L. (2004). Construction and initial validation of the Chinese reading motivation questionnaire. Educational Psychology, 24, 845-865.
28. Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 303-318.
29. Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327.
30. Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical processes. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modelling techniques (pp. 315-353). Hillsdale, NJ: Erlbaum.
31. McCombs, B. L. (1996). Alternative perspectives for motivation. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 67-87). Mahwah, NJ: Erlbaum.
32. Midgley, C., Maehr, M. L., & Urdan, T. C. (1993). Patterns of adaptive learning survey. Ann Arbor, MI: University of Michigan Press.
33. Nosek, B., Banaji, M., & Greenwald, A. (2002). Math0male, me0female, therefore math≠me. Journal of Personality and Social Psychology, 83, 44-59.
34. Onatsu-Arvilommi, T., Nurmi, J. E., & Aunola, K. (2002). The development of achievement strategies and academic skills during the first year of primary school. Learning and Instruction, 12, 509-527.
35. Paris, S. G., & Turner, J. C. (1994). Situated motivation. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor ofWilbert G.McKeachie (pp. 213-238). Hillsdale, NJ: Erlbaum.
36. Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of test emotions questionnaire (TEQ). Anxiety, Stress and Coping, 17, 287-316.
37. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
38. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
39. Pintrich, P. R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
40. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill.
41. Pintrich, P. R., Smith, D. A. F., Garcia, T., McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. (ERIC Document Reproduction Service No. ED 338 122).
42. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
43. Pintrich, P. R., Roeser, R. W., & DeGroot, E. (1994). Classroom experience and middle school students' motivation and self-regulation. Journal of Early Adolescence, 14, 139-161.
44. Salili, F., Chiu, C., & Lai, S. (2001). The influence of culture and context on students' motivational orientation and performance. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning (pp. 221-247). New York: Kluwer/Plenum.
45. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.
46. Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95, 323-332.
47. Spector, P. E. (1992). Summated rating scale construction. An introduction. Sage University paper series on quantitative applications in the social sciences (07-082). Newbury Park, CA: Sage.
48. Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (pp. 85-113). New York: Macmillan.
49. Sumathipala, A., & Murray, J. (2000). New approach to translating instruments for cross-cultural research: A combined qualitative and quantitative approach for translation and consensus generation. International Journal of Methods in Psychiatric Research, 9(2), 87-95.
50. Tsai, C. C., Tuan, H. L., Chin, C. C., & Chang, J. C. (2007). Investigating the influence of "nested inquirybased instruction model" on 8th graders' motivation in learning physical science. Proceedings of the 2nd NICE symposium, July 30-31, Taipei, Taiwan.
51. Tseng, C. H., Tuan, H. L., Chin, C. C., & Chang, J. C.(2007). Students' concept learning in digital learning context - Atom and molecule. Proceedings of the 2nd NICE symposium, July 30-31, Taipei, Taiwan.
52. Tseng, C. H., Tuan, H. L., & Chin, C. C. (2010). Investigating the influence of motivational factors on conceptual change in a digital learning context using the dual-situated learning model. International Journal of Science Education, 32(14), 1853-1875.
53. Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
54. Tuan, H. L., Chin, C. C., Tsai, C. C., & Cheng, S. F. (2005). Investigating the effectiveness of inquiry instruction on the motivation of different learning styles students. International Journal of Science and Mathematics Education, 3, 541-566.
55. Uguroglu, M. E., Schiller, D. P., & Walberg, H. J. (1981). A multidimensional motivation instrument. Psychology in the Schools, 18, 279-285.
56. Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students' motivation and self-regulation in science learning. International Journal of Science Education, 33, 2159-2179.
57. Von Glasersfeld, E. (1998). Cognition, construction of knowledge and teaching. In M. R. Matthews (Ed.), Constructivism in science education (pp. 11-30). Dordrecht: Kluwer.
58. Wentzel, K. R., & Wigfield, A. (2009). Introduction. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 1-8). New York: Routledge.
59. Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32, 59-68.
60. Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
61. Yen, H. C., Tuan, H. L., & Liao, C. H. (2011). Investigating the influence of motivation on students' conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research in Science Education, 41, 211-224.
62. Yilmaz, H., & Çavaş, P. H. (2007). Reliability and validity study of the students' motivation toward science learning questionnaire (in Turkish). Elementary Education Online, 6(3), 430-440.
63. Zimmerman, B. J., & Schunk, D. H. (2008). Motivation. An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research and applications (pp. 1-30). New York: Lawrence: Erlbaum.
64. Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 29, 1081-1094.