Abstract: From the perspective of s

Abstract: From the perspective of social cognitive theory, the motivation of students to learnscience in college courses was examined. The students—367 science majors and 313 nonsciencemajors—responded to the Science Motivation Questionnaire II, which assessed five motivation compo-nents: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation.Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity.The motivation components, especially self-efficacy, were related to the students’ college science gradepoint averages. The science majors scored higher than the nonscience majors on all of the motivationcomponents. Among both science majors and nonscience majors, men had higher self-efficacy thanwomen, and women had higher self-determination than men. The findings suggest that the questionnaireis a valid and efficient tool for assessing components of students’ motivation to learn science in collegecourses, and that the components play a role in students’ science achievement. ß 2011 WileyPeriodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011Keywords: motivation; assessment; validation; college science

ผลลัพธ์ (แอฟริกา) 1:

Abstract: Vanuit die perspektief van sosiale kognitiewe teorie, die motivering van studente learnscience in die kollege kursusse is ondersoek. Die studente-367 ​​wetenskap hoofvakke en 313 nonsciencemajors-gereageer op die Wetenskap Motivering Vraelys II, wat beoordeel vyf motivering compo-nente: intrinsieke motivering, selfbeskikking, self-ef fi cacy, loopbaan motivering, en graad motivation.Exploratory en con fi rmatory faktor ontleding verskaf. bewys van vraelys bou validity.The motivering komponente, veral self-ef fi cacy, is verwant aan die kollege wetenskap gradepoint gemiddeldes van die studente se. Die wetenskap hoofvakke behaal hoër as die nonscience hoofvakke op al die motivationcomponents. Onder beide wetenskap hoofvakke en nonscience hoofvakke, mans het hoër self-ef fi cacy thanwomen, en vroue het hoër selfbeskikking as mans. Die bevindinge dui daarop dat die questionnaireis 'n geldige en ef fi kend instrument vir die bepaling komponente van studente se motivering om die wetenskap te leer in collegecourses, en dat die komponente 'n rol speel in die studente se wetenskap prestasie. ß 2011 WileyPeriodicals, Inc. J Res Sci Leer 48: 1159-1176, 2011Keywords: motivering; assessering; validering; kollege wetenskap