Metrika članka

  • citati u SCindeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[=>]
  • posete u poslednjih 30 dana:4
  • preuzimanja u poslednjih 30 dana:1
članak: 8 od 33  
Back povratak na rezultate
Psihologija
2016, vol. 49, br. 1, str. 51-66
jezik rada: engleski
vrsta rada: originalan članak
doi:10.2298/psi1601051O

Creative Commons License 4.0
Adaptation and empirical evaluation of the questionnaire on students' motivation towards science learning
(naslov ne postoji na srpskom)
aDepartment of Chemistry, Biochemistry and Environmental Protection, Faculty of Sciences, University of Novi Sad
bUniverzitet u Novom Sadu, Filozofski fakultet, Odsek za pedagogiju

e-adresa: stanislava.olic@dh.uns.ac.rs

Sažetak

(ne postoji na srpskom)
The aim of this study is to verify the psychometric properties of the translation of the questionnaire which is designed for self-assessment of students' motivation toward science learning, SMTSL. Besides being translated and adapted to Serbian language, the questionnaire was adapted to the specific properties of chemistry as a school subject. The administered questionnaire consisted of 29 items in the five-point Likert scale and contained five subscales which assessed a sense of self-efficacy for learning chemistry, active learning strategies, chemistry learning value, performance goal and achievement goal. The suitability of the theoretical model and psychometric characteristics of the questionnaire were assessed on the sample of 741 grammar school students. The results show that the tested model has good fit indicators. The calculated values of the indicators of reliability and representativeness indicate quite satisfactory psychometric properties of the questionnaire and it can be used in further research.

Ključne reči

chemistry; learning; motivation; empirical evaluation; questionnaires

Reference

Ames, C.A. (1992) Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, vol. 84, str. 261-271
Bagozzi, R.P. (2010) Structural equation models are modelling tools with many ambiguities: Comments acknowledging the need for caution and humility in their use. Journal of Consumer Psychology, 20(2): 208-214
Bandura, A. (1997) Self-efficacy: The exercise of control. San Francisco, CA, itd: W.H. Freeman Publishing
Bandura, A. (2001) Social cognitive theory: an agentic perspective. Annu Rev Psychol, 52: 1-26
Bosanac, S. (2011) Pozicija učenika u školi. Pedagogija, vol. 66, br. 1, str. 91-98
Brković, A.D., Petrović-Bjekić, D., Zlatić, L. (1998) Motivacija učenika za nastavne predmete. Psihologija, vol. 31, br. 1-2, str. 115-136
Cavas, P.H. (2011) Factors affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1); 31-42
Chin, C., Shieh, S. (2005) The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6): 639-654
Chirkov, V., Ryan, R.M., Kim, Y., Kaplan, U. (2003) Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1): 97-110
Chu, A., Kalaba, R., Springam, K. (1979) A comparison of two methods for determining the weights of belonging to fuzzy sets. Journal of Optimization Theory and Applications, 27, 4, 531-538
Covington, M.V. (2000) Goal Theory, Motivation, and School Achievement: An Integrative Review. Annual Review of Psychology, 51(1): 171-200
Deci, E.L., Ryan, R.M. (2000) The 'What' and 'Why' of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4): 227-268
Dermitzaki, I., Stavroussi, P., Vavougios, D., Kotsis, K.T. (2012) Adaptation of the Students' Motivation Towards Science Learning (SMTSL) questionnaire in the Greek language. European Journal of Psychology of Education, 28(3): 747-766
Eccles, J., Wigfield, A. (2002) Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1): 109
Elliot, A.J., Murayama, K. (2008) On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-628
Fajgelj, S., Janičić, B. (2008) KakaoKTT: SPSS makro za ajtem analizu - klasični model. Primenjena psihologija, 1(3-4); 207-222
Field, A. (2009) Discovering statistics using SPSS. London: Sage Publications
Finney, S.J., di Stefano, C. (2006) Nonnormal and categorical data in structural equation models. u: Hancock G.R., Mueller R.O. [ur.] A second course in structural equation modeling, Greenwich: Information Age, str. 269-314
Glynn, S.M., Koballa, T.R. (2006) Motivation to learn in college science. u: Mintzes J.J., Leonard W.H. [ur.] Handbook of college science teaching, Arlington: National science teachers association press, pp. 25-32
Greene, B.A., Miller, R.B., Crowson, H., Duke, B.L., Akey, K.L. (2004) Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4): 462-482
Güvercin, Ö., Tekkaya, C., Sungur, S. (2010) A cross age study of elementary students' motivation towards science learning. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39: 233-243
Halkia, K., Mantzouridis, D. (2005) Students’ Views and Attitudes Towards the Communication Code Used in Press Articles About Science. International Journal of Science Education, 27(12): 1395-1411
Hidi, S., Harackiewicz, J. (2000) Motivating the Academically Unmotivated: A Critical Issue for the 21st Century. Review of Educational Research, 70(2): 151-179
Hoe, S.L. (2008) Issues and procedures in adopting structural equation modeling technique. Journal of applied quantitative methods, 3(1); 76-83
Kline, R.B. (2011) Principles and practice of structural equation modeling. New York: Guilford Press
Kodžopeljić, J., Dinić, B., Čolović, P. (2014) Validacija upitnika za procenu nasilnog ponašanja kod odraslih. Primenjena psihologija, 7(3-1): 255
Lazarević, L. (2008) Primena indeksa podesnosti u testiranju teorijskih modela u psihologiji - mogućnosti i ograničenja. Zbornik Instituta za pedagoška istraživanja, vol. 40, br. 1, str. 101-121
Lee, O., Brophy, J. (1996) Motivational patterns observed in Sixth-Grade science classrooms. Journal of Research in Science Teaching, 33(3): 303-318
MacCallum, R.C., Browne, M.W., Sugawara, H.M. (1996) Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2): 130-149
Maehr, M.L., Zusho, A. (2009) Achievement goal theory: the past, present and future. u: Wentzel K.R., Wigfield A. [ur.] Handbook of motivation at school, New York: Routledge, pp. 77-104
Marsh, H.W., Hocevar, D. (1985) Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. Psychological Bulletin, 97(3): 562-582
Marsh, H.W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A.J.S., Trautwein, U., Nagengast, B. (2010) A new look at the big five factor structure through exploratory structural equation modeling. Psychological Assessment, 22(3): 471-491
Mirkov, S. (2008) Orijentacije na ciljeve učenika i njihov značaj za ostvarivanje uspeha u školi. Zbornik Instituta za pedagoška istraživanja, vol. 40, br. 1, str. 37-53
Mirkov, S.I. (2005) Uloga metakognitivnih procesa u razvijanju strategija učenja. Zbornik Instituta za pedagoška istraživanja, vol. 37, br. 1, str. 28-44
Nunnally, J.C., Bernstein, I.H. (1994) Psychometric theory. New York, itd: McGraw-Hill
Pintrich, P.R., Schunk, D.H. (1996) Motivation in education: Theory, research and application. Englewood Cliffs, NJ, itd: Prentice Hall
Pintrich, P.R. (2000) An achievement goal therapy perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25. 92-104
Rosseel, Y. (2012) lavaan : An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2)
Sevinc, B., Ozmen, H., Yigit, N. (2011) Investigation of Primary Students' Motivation Levels towards Science Learning. Science Education International, 22(2); 218-232
Tabachnick, B.G., Fidell, T.S. (2007) Using Multivariate Statistics. Boston: Pearson Education
Taber, K.S. (2013) Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education. Chem. Educ. Res. Pract., 14(2): 156-168
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(15): 2159-2179
Vizek, V.V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003) Psihologija obrazovanja. Zagreb: VERN
Wigfield, A., Cambria, J. (2010) Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1): 1-35
Yilmaz, H., Çavas, P.H. (2007) Reliability and Validity Study of the Students' Motivation toward Science Learning (SMTSL) Questionnaire, 2007. Elementary Education Online, 6(3); 430-440
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, 25(9): 1081-1094