Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)
Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)
复制标题
化学专用版本的学术动机量表（AMS-Chemistry）的开发和评估
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
J. Lewis
中科院分区：
文献类型：
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作者：
Yujuan Liu;B. Ferrell;Jack Barbera;J. Lewis
自我决定理论从根本上关注动机，它代表了几个微型理论的框架，以探索社会背景如何与人们的动机类型相互作用，这些类型根据规则内化的程度进行分类。本文旨在对现有的基于理论的工具(学业动机量表，简称AMS)进行修正，并为修改后的工具(学业动机量表-化学)作为七种学生化学动机的测量工具提供效度依据。本文探讨了AMS-化学测量的动机与学生的学业成绩和出勤率之间的关系。在一项初步研究中，未经修改的AMS显示出良好的可靠性、合理的数据拟合以及在大学化学课程中发现性别动机差异的能力。基于先导性研究结果、专家小组讨论和对学生的认知访谈，编制了学习动机量表-化学(AMS-化学)。在第一学期的普通化学课程中，大学生在一个学期内接受了两次AMS-化学培训。对有效性证据的检验表明，AMS-化学数据可以用来调查学生对化学的动机。结果显示，平均而言，学生对化学有外在动机，并且总体上存在动机差异，有利于中等效应大小的男生。相关研究表明，学习动机与学期初的学业成绩不相关，但内在动机分量表(了解、体验和成就)与学期末的学业成绩呈正相关。结果还表明，坚持上课的学生在内在动机分量表上的得分高于不坚持上课的学生。由28个项目组成的AMS-化学易于管理，可以用来更好地了解学生的动机状态，以及它可能在整个课程中发生的变化。对促进学生内在动机感兴趣的教师也可以使用AMS-化学来评估他们努力的影响。
Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.
影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
7
作者：
Cole, David A.;Ciesla, Jeffrey A.;Steiger, James H.
通讯作者：
Steiger, James H.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM