Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study
Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study
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衡量基础级无机化学课程学生的动机：多机构研究
DOI：
10.1039/d2rp00199c
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发表时间：
2023
影响因子：
3
通讯作者：
Raker, Jeffrey R.
中科院分区：
文献类型：
--
作者：
Pratt, Justin M.;Stewart, Joanne L.;Reisner, Barbara A.;Bentley, Anne K.;Lin, Shirley;Smith, Sheila R.;Raker, Jeffrey R.
学生的动机和学习之间的关联，并在整个过程中的动机的变化，进行了评估，在一个学期的基础级无机化学课程在美国多个大专院校就读的学生。化学学术动机量表（AMS-化学）和无机化学基础美国化学学会考试（即，内容知识测量）。有效性，可靠性和纵向测量不变性的证据，从AMS化学仪器获得的数据与此人口使用的方法，适合顺序，非参数数据。内在动机的措施和学习成绩之间的积极和显着的关联证实了理论和实证调查，但是，缺乏前/后动机的变化表明，动机可能是可塑性较低的课程主要由化学专业。无机化学教师的影响，包括路径纳入已知的促进内在动机和方法，将影响的措施纳入评估实践的参与prologies。对研究人员的影响包括需要更多的工作，分解化学专业的学生时，评估影响和学习之间的关系，并进行前/后比较。此外，这项工作提供了一个例子，说明如何实现更适当的方法来处理数据的研究中使用Likert类型的响应和嵌套的数据。
The association between student motivation and learning, and changes in motivation across a course, were evaluated for students enrolled in one-semester foundation-level inorganic chemistry courses at multiple postsecondary institutions across the United States. The Academic Motivation Scale for Chemistry (AMS-Chemistry) and the Foundations of Inorganic Chemistry American Chemical Society Exam (i.e., a content knowledge measure) were used in this study. Evidence of validity, reliability, and longitudinal measurement invariance for data obtained from the AMS-Chemistry instrument with this population were found using methodologies appropriate for ordinal, non-parametric data. Positive and significant associations between intrinsic motivation measures and academic performance corroborate theoretical and empirical investigations; however, a lack of pre/post changes in motivation suggest that motivation may be less malleable in courses primarily populated by chemistry majors. Implications for inorganic chemistry instructors include paths for incorporating engaging pedagogies known to promote intrinsic motivation and methods for incorporating affect measures into assessment practices. Implications for researchers include a need for more work that disaggregates chemistry majors when evaluating relationships between affect and learning, and when making pre/post comparisons. Additionally, this work provides an example of how to implement more appropriate methods for treating data in studies using Likert-type responses and nested data.
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DOI：
10.1080/10705511.2018.1513795
发表时间：
2019-03-04
影响因子：
6
作者：
Asparouhov, Tihomir;Muthen, Bengt
通讯作者：
Muthen, Bengt
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影响因子：
4.6
作者：
B. Reisner;Sheila R. Smith;Joanne L. Stewart;J. Raker;J. Crane;S. Sobel;L. L. Pesterfield
通讯作者：
L. L. Pesterfield
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影响因子：
4.6
作者：
J. Raker;Rebecca E. Gibbons;Daniel Cruz
通讯作者：
Daniel Cruz
诺瓦克的教育理论：人类建构主义和有意义的学习
影响因子：
3
作者：
Stacey Lowery Bretz
通讯作者：
Stacey Lowery Bretz
密歇根大学本科化学课程 2. 教学策略和评估。
影响因子：
3
作者：
Brian P. Coppola;S. Eḡe;R. Lawton
通讯作者：
R. Lawton