The Effect of Motivation on the Choice of Chemistry in Secondary Schools: Adaptation and Validation of the Science Motivation Questionnaire II to Spanish Students

Autor/inn/en	Ardura, Diego; Pérez-Bitrián, Alberto
Titel	The Effect of Motivation on the Choice of Chemistry in Secondary Schools: Adaptation and Validation of the Science Motivation Questionnaire II to Spanish Students
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 3, S.905-918 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardura, Diego) ORCID (Pérez-Bitrián, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00098k
Schlagwörter	Foreign Countries; Secondary School Students; Student Motivation; Science Interests; Chemistry; Questionnaires; Likert Scales; Physics; Comparative Analysis; Factor Analysis; Career Choice; Predictor Variables; Gender Differences; Self Efficacy; Self Determination; Course Selection (Students); Structural Equation Models; Correlation; Decision Making; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Schulische Motivation; Chemie; Fragebogen; Likert-Skala; Physik; Faktorenanalyse; Prädiktor; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Selbstbestimmung; Course selection; Student; Students; Kurswahl; Korrelation; Decision-making; Entscheidungsfindung; Statistische Analyse; Spanien
Abstract	The present study aims to analyse the effect of motivational variables and previous academic achievement on students' future choice of chemistry once this subject becomes optional in the educational system. Toward this goal, the translation and adaptation of the Science Motivation Questionnaire II (SMQII) has been undertaken in our investigation to measure students' motivation towards physics and chemistry. The sample comprised 1060 secondary school Spanish students divided into two groups: 695 students who chose the subject when it became optional for the first time and 365 who decided to leave it. Factor analysis confirmed the original structure of latent variables in our sample, providing validity for this adaptation to a new language and context. A segmentation analysis confirmed that career motivation was the best predictor of students' retention in physics and chemistry before previous academic achievement and the rest of the motivational variables. Although significant gender differences were found in self-efficacy and self-determination, these seem not to be relevant in students' choice. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01