Validazione di uno strumento per valutare la partecipazione alle attività extracurriculari in area STEM. Il questionario Science Activities Evaluation Engagement (SAEE)

In this study, we present a new questionnaire, the Science Activities Evaluation Engagement (SAEE) instrument, for the evaluation of the students’ engagement in STEM oriented extra-curricular activities. The questionnaire was administered to about 1000 secondary school students who participated in the activities of the Piano Nazionale Lauree Scientifiche in Biology, Chemistry and Physics. Through an exploratory and confirmatory factor analysis, it was possible to validate a four-factor structure of the instrument: Satisfaction with the followed activities; Utility of the activities; Difficulties in following the activities; Involvement of close people. The obtained factor structure shows a good model fit, with each of the obtained scales showing an excellent reliability. Criterion validity was established through the academic motivation scale. The proposed instrument shows also an adequate convergent validity and a sufficient discriminant validity. Implications of the study for the evaluation of Third Mission activities of the Italian universities are also briefly discussed.

Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497. Keywords: Language politeness, academic motivation, self-efficacy, school from home.

THE TUCKMAN PROCRASTINATION SCALE: PSYCHOMETRIC FEATURES AMONG BUENOS AIRES UNDERGRADUATES

Procrastination is a deleterious and increasingly pervasive phenomenon within the higher-academic domain, and the progressive refinement of its measurement tools proves vital to shed light and undertake this behavior. Thus, the present study examines renewed psychometric quality features of the Tuckman Procrastination Scale within an Argentinian sample. The sample was composed of 923 undergraduates from Buenos Aires City and its environs (80.7% female; 18.7% male; 0.5% non-binary; Mage = 26.60; SDage = 8.25). The Cordoban-Argentinian adaptation of the Tuckman Procrastination Scale was employed. Content validity analysis of the scale’s items was carried out upon consideration of expert judgments. Face validity of the instrument was analyzed via a pilot study with a subsample of undergraduates. Subsequently, a confirmatory factor analysis of the Tuckman Procrastination Scale structure was conducted, and the internal consistency of the resulting factor was examined. Finally, correlations with the Academic Motivation Scale were analyzed to provide evidence of convergent validity. Results of the Confirmatory Factor Analysis supported an adequate fit of the Tuckman Procrastination Scale’s structure in its Cordoban-version 15 items, while internal consistency was acceptable-to-excellent. Finally, convergent validity evidence mostly exhibited positive associations between Procrastination and both Amotivation and less self-determined motivational subscales of the Academic Motivation Scale, while negative associations were observed with regards to Intrinsic Motivation subscales.

Motivação e aprendizagem autorregulada

A motivação tem-se destacado como um construto importante para o ensino eficaz e aprendizagem significativa. A busca dos profissionais da educação é por estratégias e procedimentos mais eficazes para que os estudantes aprendam e apliquem os conhecimentos adquiridos nas universidades. Nesse sentido, este estudo consistiu na aplicação da Escala de Motivação Acadêmica (EMA), baseada na Teoria da Autorregulação, em 814 universitários paulistas e mineiros, sendo 70,3% do gênero feminino, com faixa etária de 18 a 62 anos, dos cursos de administração (57,3%), psicologia (27,2%) e pedagogia (15,5%). Constatou-se que os estudantes apresentaram menor média para o fator motivação extrínseca por recompensas sociais e média maior no fator motivação intrínseca, demonstrando ser esta a motivação que os alunos entendem como a que melhor proporciona aprendizagem. Verificou-se, também, uma alteração no continuum de autorregulação; que as mulheres balizam mais seu estudo pela motivação intrínseca; que quanto mais os universitários avançam em idade, mais a motivação intrínseca sobressai. Olhando-se para os semestres, concluiu-se que a motivação permeia todos eles, sendo fator importante para a didática. Verificou-se também que o curso de administração mostrou-se mais dependente da motivação extrínseca para o estudo, enquanto os cursos de pedagogia e psicologia se aproximaram muito mais da motivação intrínseca. A hipótese da necessidade de refinamento dos itens que medem a motivação extrínseca e a ampliação e diversificação da amostra oportunizariam o aprofundamento da investigação. Motivation has stood out as an important construct for effective teaching and meaningful learning. The search for educational professionals is for more effective strategies and procedures for students to learn and apply the knowledge acquired in universities. In this sense, this study consisted in the application of the Academic Motivation Scale (AMS), based on the Theory of Self-Regulation, in 814 college students from São Paulo and Minas Gerais, being 70.3% female, with ages ranging from 18 to 62 years old, from business administration (57.3%), psychology (27.2%) and pedagogy (15.5%). It was verified that the students presented a lower average for the extrinsic motivation factor due to social rewards and a higher average in the intrinsic motivation factor, demonstrating that this is the motivation that the students understand as the one that best provides learning. It was also verified that there was a change in the continuum of self-regulation, that women are more motivated by intrinsic motivation, and that the older the students get, the more intrinsic motivation stands out. Looking at the semesters, it was concluded that motivation permeates all of them, being an important factor for didactics. It was also verified that the business administration course proved to be more dependent on extrinsic motivation for study, while the pedagogy and psychology courses were much closer to intrinsic motivation. The hypothesis of the need for refinement of the items that measure extrinsic motivation and the expansion and diversification of the sample would provide an opportunity to deepen the investigation.

The Relationship Between Awareness and Attitudes Towards Research and Developments and Academic Motivation Levels in Nursing Students

This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.

The Identification of Motivational Factors Influencing Community College Enrollment Based on Student Gender, Age at Time of Enrollment, and Familial Level of Educational Attainment

Prospective college students have many options to choose from when deciding which type of higher education institution to attend. What compels potential students to enroll in a community college as opposed to other higher education institutions is unknown. The purpose of the study was to explore the academic motivation of students currently enrolled in a New York City community college using the Academic Motivation Scale College Version. In addition, the study examined the relations between academic motivation and student gender, age at time of enrollment, and familial level of educational attainment. Results from the present study may provide justification for incorporating dimensions of motivation into community college campus life for future students as well as benefit community college recruitment, retention, and completion efforts.

Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students

The importance of motivation in mathematics education is expressed in the large number of studies related to the teaching and learning process. Improving students’ motivation in the mathematics classroom is a fundamental issue for teachers, investigators, and policymakers, due to its relevance in the students’ behavior and academic success. The Academic Motivation Scale is a highly applied tool to evaluate students’ motivation based on Self-Determination Theory. In Portugal, there is a lack in the analysis of the different domains of mathematics motivation defined by Self-Determination Theory, for students attending basic education. Additionally, there is no comprehensive instrument that allows that evaluation. Adapting the Academic Motivation Scale, the purpose of this study is to assess the mathematics motivation of Portuguese students who attend the third cycle of basic education. In addition, it is intended to analyze the properties of this new instrument using a sample of 349 Portuguese students aged between 12 and 17. Exploratory and confirmatory factor analysis indicated a very good validity and reliability of this measuring instrument of mathematics students’ motivation. The results of this work allow the development of educational policies that promote strategies to increase students’ motivation in mathematics.

Social Support and Academic Motivation of Students at Risk of Dropping Out

Numerous students in a high school in Negros Occidental are at risk of dropping out. However, literature linking their social support and academic motivation is scarce. This descriptive-correlational research investigated the degree of social support and academic motivation of 336 students at risk of dropping out (SARDO) using the Multidimensional Scale of Perceived Social Support and Academic Motivation Scale (AMS-HS 28) High School Version and the relationship between these variables. Demographic variables included sex, year level, family monthly income, family structure, and SARDO category. Results revealed a high degree of social support and academic motivation and a nonsignificant relationship between the demographics and the two variables. However, social support and academic motivation correlated significantly. The results served as the basis for the proposed intervention program aimed to cater to the SARDO’s needs.

Comparing the Academic Motivation of Conventional and Distance Education Students: A Study about a Turkish University

Distance and online education are becoming increasingly common in the current era. Along with many purely online and distance education universities, many conventional universities are also offering programs through distance education. Students studying in distance education programs have a different environment, culture, study habits, and other factors that may influence them and their motivation level. This study compares academic motivation levels between conventional and distance education students studying in a Turkish university program. Data were collected from 218 students through the Academic Motivation Scale. Independent T-test and Chi-square tests were used to analyze the data with the help of the SPSS program. The results show that the academic motivation level of the students in a conventional program is statistically significantly higher than those studying through a distance program. Moreover, while there were differences based on all three demographical variables (age, gender, and grade), statistically significant differences were found only based on age and grade. The study suggests that there is a need to add motivational materials and strategies for distance education students. This especially becomes important for those conventional education students who have been forced to learn through distance/ online education during Covid-19.

Academic motivation as a predictor of the development of critical thinking in students

PurposeThe study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.Design/methodology/approachThe study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.FindingsThe analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.Originality/valueIt was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such students.