scholarly journals EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL

2019 ◽  
Vol 18 (5) ◽  
pp. 748-767 ◽  
Author(s):  
Vanda Janštová ◽  
Andrej Šorgo
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Personal Relevance ◽  
Upper Secondary School ◽  
Internal Motivation ◽  
Upper Secondary ◽  
Science Motivation ◽  
External Motivation

Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self–efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version. Keywords: biology motivation questionnaire, questionnaire modification, EFA, secondary school students.

scholarly journals IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS’ ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING

2018 ◽  
Vol 17 (4) ◽  
pp. 633-648
Author(s):  
Arif Rachmatullah ◽  
Sariwulan Diana ◽  
Minsu Ha
Keyword(s):  
Structural Equation Modeling ◽  
Secondary School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Secondary School Students ◽  
Equation Modeling ◽  
Learning Science ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

The purpose of this research is to examine Indonesian upper-secondary school students’ learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63% females) Indonesian upper-secondary school students completed a questionnaire with three constructs – conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions – applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. Keywords: learning strategies, conceptions of learning, gender, learning orientations, multi-group analysis, self-efficacy.

Predicting Upper Secondary School Students’ Programming Self-efficacy in Tobacco Growing Areas of Southwest China Using Decision Tree Analysis

2021 ◽  
Vol 7 (5) ◽  
pp. 4092-4100
Author(s):  
Yanhua Xu ◽  
Yuqing Zeng ◽  
Zhihua Ai ◽  
Chang Wang ◽  
Guiyu Wang ◽  
...  
Keyword(s):  
Secondary School ◽  
Decision Tree ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Southwest China ◽  
Higher Order Thinking ◽  
Upper Secondary School ◽  
School Students ◽  
Tree Model ◽  
Upper Secondary

Background: In the field of artificial intelligence, programming self-efficacy plays an indispensable role in the success of programming learning. However, how to predict the level of students’ programming self-efficacy has not been addressed. Objective: To predict the level of programming self-efficacy among upper secondary school students in tobacco growing areas of Southwest China, this study used survey data to develop a decision tree model. Methods: First, a total of 512 questionnaires were collected by using the Academic Achievement Test, Creative Style Scale, Programming Learning Attitude Questionnaire, Motivation Scale, Higher-order Thinking Preferences Scale, and Programming Self-efficacy Scale. Secondly, a decision tree model was constructed by SPSS modeler 18.0. Results: The results showed that academic achievement, creativity style, programming learning, motivation, and higher-order thinking propensity were highly predictive of programming self-efficacy. Conclusions: This is the first study in the direction of educational technology and it represents a novel approach to predicting programming self-efficacy among upper secondary school students. The experimental analysis demonstrate that the encouraging results prove the practical feasibility of the approach.

scholarly journals Girls suffer: the prevalence and predicting factors of emotional problems among adolescents during upper secondary school in Norway

2021 ◽  
Author(s):  
Jan Arvid Haugan ◽  
Per Frostad ◽  
Per-Egil Mjaavatn
Keyword(s):  
Secondary School ◽  
Structural Equation ◽  
Emotional Health ◽  
Research Question ◽  
Emotional Problems ◽  
Subsequent Development ◽  
Equation Modeling ◽  
Upper Secondary School ◽  
Study Results ◽  
Upper Secondary

AbstractThis longitudinal, quantitative survey examined factors predicting 1077 Norwegian adolescents` emotional problems during Upper Secondary School (grades I–III, approximately 16–19 years old) considering the following research question: “To what extent do students in Upper Secondary School experience emotional problems, and how are these problems predicted by gender, academic/social self-concept, coping beliefs, appearance pressure and school stress?”. The mentioned variables were scrutinized through analysis of frequencies, zero order correlations and structural equation modeling. Results verified previous findings that there was an increase in emotional problems for adolescents, especially among girls. Furthermore, the study results indicate that coping beliefs is a crucial factor when it comes to the perception of pressure and stress, and the subsequent development of emotional health problems.

scholarly journals Testing SCM questionnaire instructions using cognitive interviews

Human Affairs ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 297-311
Author(s):  
Miroslav Popper ◽  
Veronika Kollárová
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Interviews ◽  
Upper Secondary School ◽  
School Students ◽  
Working Adults ◽  
Upper Secondary ◽  
Personal Viewpoint ◽  
External Motivation

Abstract The aim of the research was to find out whether participants completing an SCM questionnaire to assess attitudes towards the Roma would give different answers in response to different sets of instructions. Three sets of instructions were tested using cognitive interviews: answer from your personal viewpoint, from the viewpoint of the majority of Slovaks, from the viewpoint of those close to you. The research sample comprised 24 respondents, of whom 12 were upper secondary school students and 12 working adults. Responses from the personal viewpoint differed markedly from responses from the viewpoint of the majority of Slovaks, but were very similar to responses from the viewpoint of those close to the person. In the research, internal and external motivation to respond with/without prejudice was also investigated. Participants with internalised unbiased beliefs showed a preference for assessing the Roma minority from their own viewpoint, while participants with internalised biased beliefs thought the instructions were unimportant.

Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students

2015 ◽  
Vol 16 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Katerina Salta ◽  
Dionysios Koulougliotis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Determination ◽  
Upper Secondary School ◽  
Motivation To Learn ◽  
Age Group ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Science Motivation

In educational research, the availability of a validated version of an original instrument in a different language offers the possibility for valid measurements obtained within the specific educational context and in addition it provides the opportunity for valid cross-cultural comparisons. The present study aimed to adapt the Science Motivation Questionnaire II (SMQ II) for application to a different cultural context (Greece), a different age group (secondary school students) and with a focus on chemistry learning. Subsequently, the Greek version of Chemistry Motivation Questionnaire II (Greek CMQ II) was used in order to investigate Greek secondary school students' motivation to learn chemistry for the first time. The sample consisted of 330 secondary school students (163 boys–167 girls), of which 146 were in lower secondary school (14–15 years old) and 184 were in upper secondary school (16–17 years old). Confirmatory factor analyses provided evidence for the validity of Greek CMQ II, as well as for configural, metric and scalar invariance, thus allowing meaningful comparisons between groups. The five motivation components of the original instrument namely grade motivation, career motivation, intrinsic motivation, self-efficacy, and self-determination were confirmed. Gender-based comparisons showed that girls had higher self-determination relative to the boys irrespective of the age group. In addition, girls in lower secondary school had higher career and intrinsic motivation relative to the boys of the same age group. Age-based comparisons showed that lower secondary school students had higher grade motivation relative to upper secondary school students.

scholarly journals Factors Influenced the Students’ Intention to Study STEM Stream in Upper Secondary School

2021 ◽  
Vol 22 (1) ◽  
pp. 21-29
Author(s):  
Mohd Azry Abdul Malik ◽  
Adibah Nazri ◽  
Dalili Ridzwan ◽  
Azmira Azamin ◽  
Muhammad Firdaus Mustapha ◽  
...  
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Social Influences ◽  
Survey Method ◽  
Cluster Sampling ◽  
Upper Secondary School ◽  
Art Students ◽  
Developed Country ◽  
Upper Secondary ◽  
The Government

STEM is an important stream in Malaysia education to become a developed country. However, students show less interest in this stream as there is a declining trend of students taking STEM subjects. The objective of the study is to investigate the factors that influence students’ intention to study science stream in upper secondary school. The study framework has three independent variables named attitude towards science, normative social influences, and self-efficacy and the dependent is students’ intention to study science stream. By using cluster-sampling, a total of 339 data were collected through the questionnaire survey method from two schools out of 16 schools in the rural area of Kota Bharu, Kelantan. The data was analysed using Correlation Analysis, Multiple Linear Regression, Independent T-test, and One-Way ANOVA test. The main finding of the study shows that attitude towards science, normative social influences, and self-efficacy had a significant relationship with students’ intention to study science stream in upper secondary. This study offers an insight to parents, teachers, and policymakers in improving policy and encouraging students to pursue their study in the STEM stream to achieve the government goal that earlier set the ratio of science to art students at 60:40.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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