Measuring Student Motivation in Foundation-Level Inorganic Chemistry Courses: A Multi-Institution Study

Autor/inn/en	Pratt, Justin M.; Stewart, Joanne L.; Reisner, Barbara A.; Bentley, Anne K.; Lin, Shirley; Smith, Sheila R.; Raker, Jeffrey R.
Titel	Measuring Student Motivation in Foundation-Level Inorganic Chemistry Courses: A Multi-Institution Study
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 1, S.143-160 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pratt, Justin M.) ORCID (Stewart, Joanne L.) ORCID (Reisner, Barbara A.) ORCID (Bentley, Anne K.) ORCID (Lin, Shirley) ORCID (Smith, Sheila R.) ORCID (Raker, Jeffrey R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00199c
Schlagwörter	Student Motivation; Inorganic Chemistry; Introductory Courses; College Science; Undergraduate Students; Attitude Change; Majors (Students); Nonmajors; Self Determination; Knowledge Level; Summative Evaluation + Suchen Sie Ihr Suchwort? Schulische Motivation; Anorganische Chemie; Einführungskurs; Attitudinal change; Einstellungsänderung; Selbstbestimmung; Wissensbasis
Abstract	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. (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	2024/1/01