Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2014, , 129 - 144, 15.07.2014
https://doi.org/10.12973/eu-jer.3.3.129

Öz

Kaynakça

  • Ames, C. A. (1990). Motivation: What Teachers Need to Know, Teachers College Record, 91(3), 409-21.
  • Al-Ahmadi, F. & Oraif, F. (2009). Working memory capacity, confidence and scientific thinking, Research in Science and Technological Education, 27(2), 225-243.
  • Almadani, K., Reid, N. & Rodrigues, S. (2012). What examinations test. Problems of Education in the 21st century, 1(1), 6-19.
  • Ausubel, D. P., Novak, J. D. & Hanesian, H. (1978). Educational Psychology: a cognitive View, New York: Holt, Rinehart and Winston.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New-York, Freeman.
  • Barlia, N. (1999). High School Students’ Motivation to Engage in Conceptual Change Learning in Science, Unpublished Doctoral Dissertation, The Ohio State University, Ohio.
  • Bhatia, K. K. (1997). Educational Psychology, Vikas Publishing House (Pvt.Ltd), New Delhi, India. p. 21.
  • Broussard, S. C. & Garrison, M. N. (2004). The Relationship between Classroom Motivation and Academic Achievement in Elementary School-aged Children, Family Consumer Science Research Journal, 33(2), 106-120.
  • Cassady & Johnson (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27, 270-295.
  • Covington, M. V., & Mueller, K. J. (2001). Intrinsic Versus Extrinsic Motivation: An Approach/avoidance Reformulation, Educational Psychology Review, 13, 157-176.
  • Danili, E. & Reid, N. (2004) Some Strategies to Improve Performance in School Chemistry, based on two Cognitive Factors, Research in Science and Technological Education, 22(2), 203-226.
  • Dawson, C. (2000) Upper primary boys' and girls' interests in science: have they changed since 1980?, International Journal of Science Education, 22(6), 557-570.
  • Deci, E.L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior, New York: Plenum Press.
  • Eagly, A. H. & Chaiken, S. (1993), The Psychology of Attitudes, London, Harcourt Brace Jovanovich College Publisher.
  • Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology, translated Henry A. Ruger & Clara E. Bussenius (1913), Classics in the History of Psychology, An internet resource developed by Christopher D. Green, York University, Toronto, Ontario.
  • [URL: http://nwkpsych.rutgers.edu/~jose/courses/578_mem_learn/2012/readings/Ebbinghaus_1885.pdf
  • Elliot, A. J., Harackiewicz, J. M., Barron, K. E., Tauer, J. M. & Carter, S. M. (2000) Short-Term and Long-Term Consequences of Achievement Goals: Predicting Interest and Performance Over Time, Journal of Educational Psychology, 92(2), 316-330.
  • Ellington, A. J. (2003). A Meta-Analysis of the Effects of the Calculators on Students’ Achievement and Attitude Levels in Pre- College Mathematics Classes, Journal of Research in Mathematics Education, 34(5), 433-463.
  • Gardner, P. L. (1995) Measuring Attitudes to Science: Unidimensionality and Internal Consistency Revisited, Research in Science Education, 25(3), 283-289.
  • Gardner, P. L. (1996) The Dimensionality of Attitude Scales, International Journal of Science Education, 18(8), 913-919.
  • Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press.
  • Herter, S. (1985). Manual for the Self-Perception Profile for Children, Denver: University of Denver.
  • Herter, S. & Jackson, B. (1992). Trait Versus Non trait Conceptualizations of Intrinsic/ Extrinsic Motivational Orientation. Special Issue: Perspectives on Intrinsic Motivation, Motivation and Emotion, 16, 29-230.
  • Johnstone, A. H. (1997). Chemistry Teaching - Science or Alchemy? Journal of Chemical Education, 74(3), 262-268.
  • Lee, O. & Brophy, J. (1996). Motivational Patterns Observe in Sixth-Grade, Science Classrooms. Journal of Research in Science Teaching, 33(3), 585-610.
  • Likert, R. (1932). A Technique of the Measurement of Attitudes, Archives of Psychology, 140, 5-55.
  • Marshall H. H. (1987). Motivational Strategies of Three Fifth-Grade Teachers, Elementary School Journal, 88(2), 135-150.
  • Mbajiorgu, N. & Reid, N. (2006). Factor Influencing Curriculum Development in Chemistry, Higher Education Academy, Hull, ISBN 1- 903815-16-9.
  • Nadia, A. (2010). Effect of Intrinsic and Extrinsic Motivation on Academic Performance. Department of Social Sciences, College of Business Management, Karachi.
  • Osborne, J., Simon, S. & Collins, S. (2003) Attitudes towards Science: a Review of the Literature and its Implications, International Journal of Science Education, 25(9), 1049–1079.
  • Othman, N. (2011). The Relationship between Self Concept, Intrinsic Motivation, Self Determination and Academic Achievement among Chinese Primary School Students, International Journal of Psychological Studies, 3(1), 90-98.
  • Pajares, F. (1996). Assessing Self Efficacy Beliefs and Academic Success: The case for Specificity and Correspondence. Paper presented at the Annual Meeting of the Amercian Educational Research Association, New York.
  • Parsons, R. D., Himson, S.L & Sardo-Brown, D. (2001) Educational Psychology, Singapore: Wadsworth.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993). Reliablity and predictive validity of the motivated strategies for learning questionnaire (MSLQ), Educational and Psychological Measurement, 53, 801-813.
  • Rahil, M. (2006). The Relationship between Students’ Self Efficacy and their English Language Achievement. Jurnal Pendidik Dan Pendidikan, Jil 21, 61- 71.
  • Reeve, J. & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
  • Reeve, J., Hmm, D., & Nix, G. (2003). Testing Models of the Experience of Self-Determination in Intrinsic Motivation and the Conundrum of Choice. Journal of Educational Psychology, 95, 375-392.
  • Reid, N. (1999) Towards an Application-Led Curriculum, Staff and Educational Development International, 3(1), 71-84.
  • Reid, N. (2000). The Presentation of Chemistry: Logically Driven or Applications Led? Chemistry Education: Research and Practice, 1(3), 381-392.
  • Reid, N. (2003) Getting Started in Pedagogical Research in Higher Education, LTSN Physical Science, Higher Education Academy, Hull, ISBN 1-903815-07-X.
  • Reid, N. (2006) Thoughts on Attitude Measurement, Research in Science and Technological Education, 24(1), 3-27.
  • Reid, N. (2009a) The Concept of Working Memory, Research in Science and Technological Education, 27(2), 131-138.
  • Reid, N. (2009b) Working Memory and Science Education, Research in Science and Technological Education, 27(2), 245-250.
  • Reid, N. (2011) Attitude Research in science education, in I.M. Saleh and M.S. Khine, eds., Attitude Research in Science Education, pages 3-44, Charlotte NC: Information Age Publishing Inc.
  • Reid, N. & Yang, M-J. (2002) The Solving of Problems in Chemistry: The More Open-ended Problems, Research in Science and Technological Education, 20(1), 83-98.
  • Reid, N. & Skryabina, E. (2002a). Attitudes Towards Physics, International Journal Science Education, 20(1), 67-81.
  • Reid, N. & Skryabina, E. (2002b). Gender and Physics, International Journal Science Education, 25(4), 509-536.
  • Sandra, D. (2002). Mathematics and Science Achievement: effects of motivation, and interest and academic engagement. Journal of Educational Research, 95(6), 323-332.
  • Schebeci, R. A. (1984). Attitudes to Science: an update, Studies in Science Education, 11, 26-59.
  • Schiefele, U., Krapp, A., & Winteler, A. (1992) Interest as a predictor of academic achievement: A Meta-Analysis of research, The role of interest in learning and development (pp. 183-212). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
  • Schunk, D. H. (1995). Self Efficacy and Education and Instruction. In Maddux (ed), Self-Efficacy, Adaptation and Adjustment: Theory, Research and Application. New York: Plenum Press, 281-303.
  • Schwartz, S. H. (2003). A Proposal for Measuring Value Orientations Across Nations. ESS Questionnaire Development Report (Chapter 7). Retrieved from: http://www.europeansocialsurvey.org.
  • Skaalvik, E. M. & Skaldic, S. (2006). Self-concept and Self-Efficacy in Mathematics: Relation with Mathematics motivation and achievement. Proceedings of the International Conference on Learning Sciences, Bloomington, Indiana.
  • Skyrabina, E. (2000). Students’ Attitudes to Learning Physics at School and University Levels in Scotland, PhD Thesis, University of Glasgow, Glasgow.
  • Spall, K., Barrett, S., Stanisstreet, M., Dickson, D. & Boyes, E. (2003). Undergraduates’ views about Biology and Physics, International Journal of Science Education, 21 (2), 193-208.
  • Stark, R. & Gray, D. (1999). Gender Preferences in Learning Science, International Journal of Science Education, 21 (6), 643.
  • Teresa K. D. & R. M. Nelson, (2000). Motivation to Learn Science: Differences Related to Gender, Class Type, and Ability, The Journal of Educational Research, 93(4), 245-254.
  • Wadsworth, B. J. (1971). Piaget's theory of cognitive development, New York: Longman.
  • Woolfolk, A. (2004). Educational Psychology, Dehli, Pearson Education.

The Measurement of Motivation with Science Student

Yıl 2014, , 129 - 144, 15.07.2014
https://doi.org/10.12973/eu-jer.3.3.129

Öz

Motivation is an inner force that activates and provides direction to our thought, feelings and actions. Two main characteristics of motivation are goal directed behavior and persistence. Motivated people persistently work for the goal until it is achieved. This paper explores the nature of motivation in the context of learning and seeks to relate it to self-efficacy, self- concept, confidence and self-esteem. Motivation is presented as a ‘second order’ variable be- ing very much dependent on attitudes as well as perceived goals, needs and value. Ways of assessing motivation are considered and the typical use of questionnaire approaches is criticized heavily. These can measure what a person perceives but the perceptions may or may not correspond to reality. Indeed, the entire mathematical basis of data handling with questionnaires is questioned. A typical questionnaire is then used with a large sample of 600 1st and 2nd year science intermediate students, drawn from the province of the Punjab in Paki- stan and the data obtained examined statistically. Correlations between the responses patterns in all 30 Likert-type questions were examined us- ing Kendall’s tau-b while Principal Components Analysis, using varimax rotation, looked at the questionnaire overall as well as sub-groups of questions. Correlation values were found to be very low, suggesting no factor structure and, indeed, the factor analysis showed that there is no factor structure with the questionnaire used with this large population. Chi-Square, as a ‘contingency test’, was applied to compare the distributions of responses, gender separat- ed. Gender differences were found only in a minority of questions It is argued that motivation is highly multi-variate and that no simple factor structure is to be expected. It is also argued that, with ordinal data, following no prescribed pattern of distribu- tion, only non-parametric statistics are appropriate. The traditional approaches are statistical- ly incorrect and, as a result, will often miss key insights.

Kaynakça

  • Ames, C. A. (1990). Motivation: What Teachers Need to Know, Teachers College Record, 91(3), 409-21.
  • Al-Ahmadi, F. & Oraif, F. (2009). Working memory capacity, confidence and scientific thinking, Research in Science and Technological Education, 27(2), 225-243.
  • Almadani, K., Reid, N. & Rodrigues, S. (2012). What examinations test. Problems of Education in the 21st century, 1(1), 6-19.
  • Ausubel, D. P., Novak, J. D. & Hanesian, H. (1978). Educational Psychology: a cognitive View, New York: Holt, Rinehart and Winston.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New-York, Freeman.
  • Barlia, N. (1999). High School Students’ Motivation to Engage in Conceptual Change Learning in Science, Unpublished Doctoral Dissertation, The Ohio State University, Ohio.
  • Bhatia, K. K. (1997). Educational Psychology, Vikas Publishing House (Pvt.Ltd), New Delhi, India. p. 21.
  • Broussard, S. C. & Garrison, M. N. (2004). The Relationship between Classroom Motivation and Academic Achievement in Elementary School-aged Children, Family Consumer Science Research Journal, 33(2), 106-120.
  • Cassady & Johnson (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology, 27, 270-295.
  • Covington, M. V., & Mueller, K. J. (2001). Intrinsic Versus Extrinsic Motivation: An Approach/avoidance Reformulation, Educational Psychology Review, 13, 157-176.
  • Danili, E. & Reid, N. (2004) Some Strategies to Improve Performance in School Chemistry, based on two Cognitive Factors, Research in Science and Technological Education, 22(2), 203-226.
  • Dawson, C. (2000) Upper primary boys' and girls' interests in science: have they changed since 1980?, International Journal of Science Education, 22(6), 557-570.
  • Deci, E.L. & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behavior, New York: Plenum Press.
  • Eagly, A. H. & Chaiken, S. (1993), The Psychology of Attitudes, London, Harcourt Brace Jovanovich College Publisher.
  • Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology, translated Henry A. Ruger & Clara E. Bussenius (1913), Classics in the History of Psychology, An internet resource developed by Christopher D. Green, York University, Toronto, Ontario.
  • [URL: http://nwkpsych.rutgers.edu/~jose/courses/578_mem_learn/2012/readings/Ebbinghaus_1885.pdf
  • Elliot, A. J., Harackiewicz, J. M., Barron, K. E., Tauer, J. M. & Carter, S. M. (2000) Short-Term and Long-Term Consequences of Achievement Goals: Predicting Interest and Performance Over Time, Journal of Educational Psychology, 92(2), 316-330.
  • Ellington, A. J. (2003). A Meta-Analysis of the Effects of the Calculators on Students’ Achievement and Attitude Levels in Pre- College Mathematics Classes, Journal of Research in Mathematics Education, 34(5), 433-463.
  • Gardner, P. L. (1995) Measuring Attitudes to Science: Unidimensionality and Internal Consistency Revisited, Research in Science Education, 25(3), 283-289.
  • Gardner, P. L. (1996) The Dimensionality of Attitude Scales, International Journal of Science Education, 18(8), 913-919.
  • Glynn, S. M., & Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press.
  • Herter, S. (1985). Manual for the Self-Perception Profile for Children, Denver: University of Denver.
  • Herter, S. & Jackson, B. (1992). Trait Versus Non trait Conceptualizations of Intrinsic/ Extrinsic Motivational Orientation. Special Issue: Perspectives on Intrinsic Motivation, Motivation and Emotion, 16, 29-230.
  • Johnstone, A. H. (1997). Chemistry Teaching - Science or Alchemy? Journal of Chemical Education, 74(3), 262-268.
  • Lee, O. & Brophy, J. (1996). Motivational Patterns Observe in Sixth-Grade, Science Classrooms. Journal of Research in Science Teaching, 33(3), 585-610.
  • Likert, R. (1932). A Technique of the Measurement of Attitudes, Archives of Psychology, 140, 5-55.
  • Marshall H. H. (1987). Motivational Strategies of Three Fifth-Grade Teachers, Elementary School Journal, 88(2), 135-150.
  • Mbajiorgu, N. & Reid, N. (2006). Factor Influencing Curriculum Development in Chemistry, Higher Education Academy, Hull, ISBN 1- 903815-16-9.
  • Nadia, A. (2010). Effect of Intrinsic and Extrinsic Motivation on Academic Performance. Department of Social Sciences, College of Business Management, Karachi.
  • Osborne, J., Simon, S. & Collins, S. (2003) Attitudes towards Science: a Review of the Literature and its Implications, International Journal of Science Education, 25(9), 1049–1079.
  • Othman, N. (2011). The Relationship between Self Concept, Intrinsic Motivation, Self Determination and Academic Achievement among Chinese Primary School Students, International Journal of Psychological Studies, 3(1), 90-98.
  • Pajares, F. (1996). Assessing Self Efficacy Beliefs and Academic Success: The case for Specificity and Correspondence. Paper presented at the Annual Meeting of the Amercian Educational Research Association, New York.
  • Parsons, R. D., Himson, S.L & Sardo-Brown, D. (2001) Educational Psychology, Singapore: Wadsworth.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993). Reliablity and predictive validity of the motivated strategies for learning questionnaire (MSLQ), Educational and Psychological Measurement, 53, 801-813.
  • Rahil, M. (2006). The Relationship between Students’ Self Efficacy and their English Language Achievement. Jurnal Pendidik Dan Pendidikan, Jil 21, 61- 71.
  • Reeve, J. & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
  • Reeve, J., Hmm, D., & Nix, G. (2003). Testing Models of the Experience of Self-Determination in Intrinsic Motivation and the Conundrum of Choice. Journal of Educational Psychology, 95, 375-392.
  • Reid, N. (1999) Towards an Application-Led Curriculum, Staff and Educational Development International, 3(1), 71-84.
  • Reid, N. (2000). The Presentation of Chemistry: Logically Driven or Applications Led? Chemistry Education: Research and Practice, 1(3), 381-392.
  • Reid, N. (2003) Getting Started in Pedagogical Research in Higher Education, LTSN Physical Science, Higher Education Academy, Hull, ISBN 1-903815-07-X.
  • Reid, N. (2006) Thoughts on Attitude Measurement, Research in Science and Technological Education, 24(1), 3-27.
  • Reid, N. (2009a) The Concept of Working Memory, Research in Science and Technological Education, 27(2), 131-138.
  • Reid, N. (2009b) Working Memory and Science Education, Research in Science and Technological Education, 27(2), 245-250.
  • Reid, N. (2011) Attitude Research in science education, in I.M. Saleh and M.S. Khine, eds., Attitude Research in Science Education, pages 3-44, Charlotte NC: Information Age Publishing Inc.
  • Reid, N. & Yang, M-J. (2002) The Solving of Problems in Chemistry: The More Open-ended Problems, Research in Science and Technological Education, 20(1), 83-98.
  • Reid, N. & Skryabina, E. (2002a). Attitudes Towards Physics, International Journal Science Education, 20(1), 67-81.
  • Reid, N. & Skryabina, E. (2002b). Gender and Physics, International Journal Science Education, 25(4), 509-536.
  • Sandra, D. (2002). Mathematics and Science Achievement: effects of motivation, and interest and academic engagement. Journal of Educational Research, 95(6), 323-332.
  • Schebeci, R. A. (1984). Attitudes to Science: an update, Studies in Science Education, 11, 26-59.
  • Schiefele, U., Krapp, A., & Winteler, A. (1992) Interest as a predictor of academic achievement: A Meta-Analysis of research, The role of interest in learning and development (pp. 183-212). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
  • Schunk, D. H. (1995). Self Efficacy and Education and Instruction. In Maddux (ed), Self-Efficacy, Adaptation and Adjustment: Theory, Research and Application. New York: Plenum Press, 281-303.
  • Schwartz, S. H. (2003). A Proposal for Measuring Value Orientations Across Nations. ESS Questionnaire Development Report (Chapter 7). Retrieved from: http://www.europeansocialsurvey.org.
  • Skaalvik, E. M. & Skaldic, S. (2006). Self-concept and Self-Efficacy in Mathematics: Relation with Mathematics motivation and achievement. Proceedings of the International Conference on Learning Sciences, Bloomington, Indiana.
  • Skyrabina, E. (2000). Students’ Attitudes to Learning Physics at School and University Levels in Scotland, PhD Thesis, University of Glasgow, Glasgow.
  • Spall, K., Barrett, S., Stanisstreet, M., Dickson, D. & Boyes, E. (2003). Undergraduates’ views about Biology and Physics, International Journal of Science Education, 21 (2), 193-208.
  • Stark, R. & Gray, D. (1999). Gender Preferences in Learning Science, International Journal of Science Education, 21 (6), 643.
  • Teresa K. D. & R. M. Nelson, (2000). Motivation to Learn Science: Differences Related to Gender, Class Type, and Ability, The Journal of Educational Research, 93(4), 245-254.
  • Wadsworth, B. J. (1971). Piaget's theory of cognitive development, New York: Longman.
  • Woolfolk, A. (2004). Educational Psychology, Dehli, Pearson Education.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA55DB86ZZ
Bölüm Araştırma Makalesi
Yazarlar

Sarwat Mubeen Bu kişi benim

Norman Reid Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2014
Yayımlandığı Sayı Yıl 2014

Kaynak Göster

APA Mubeen, S., & Reid, N. (2014). The Measurement of Motivation with Science Student. European Journal of Educational Research, 3(3), 129-144. https://doi.org/10.12973/eu-jer.3.3.129
AMA Mubeen S, Reid N. The Measurement of Motivation with Science Student. eujer. Temmuz 2014;3(3):129-144. doi:10.12973/eu-jer.3.3.129
Chicago Mubeen, Sarwat, ve Norman Reid. “The Measurement of Motivation With Science Student”. European Journal of Educational Research 3, sy. 3 (Temmuz 2014): 129-44. https://doi.org/10.12973/eu-jer.3.3.129.
EndNote Mubeen S, Reid N (01 Temmuz 2014) The Measurement of Motivation with Science Student. European Journal of Educational Research 3 3 129–144.
IEEE S. Mubeen ve N. Reid, “The Measurement of Motivation with Science Student”, eujer, c. 3, sy. 3, ss. 129–144, 2014, doi: 10.12973/eu-jer.3.3.129.
ISNAD Mubeen, Sarwat - Reid, Norman. “The Measurement of Motivation With Science Student”. European Journal of Educational Research 3/3 (Temmuz 2014), 129-144. https://doi.org/10.12973/eu-jer.3.3.129.
JAMA Mubeen S, Reid N. The Measurement of Motivation with Science Student. eujer. 2014;3:129–144.
MLA Mubeen, Sarwat ve Norman Reid. “The Measurement of Motivation With Science Student”. European Journal of Educational Research, c. 3, sy. 3, 2014, ss. 129-44, doi:10.12973/eu-jer.3.3.129.
Vancouver Mubeen S, Reid N. The Measurement of Motivation with Science Student. eujer. 2014;3(3):129-44.