Development and validation of STEM motivation scale for middle school students

Arif Açıksöz; İlbilge Dökme; Emine Önen

Makale detayları

Development and validation of STEM motivation scale for middle school students

Yazarlar:

Arif Açıksöz | İlbilge Dökme | Emine Önen

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development

Dergi:

International Journal of Assessment Tools in Education Vol.11 Issue 4, pp.699-720

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327749

pISSN:

2148-7456

Anahtar kelimeler:

Özet:

 Understanding motivational beliefs such as expectancy and value that shape students persistence and decision to pursue a STEM career, obtaining valid and reliable measures for these dimensions, and developing strategies using this data are critically important to ensure students persistence in the STEM pipeline. Therefore, this study aims to develop a tool to measure middle school students STEM motivations within the expectancy and value concepts framework. The trial version of the scale was conducted on 967 middle school students in the 5th, 6th, 7th, and 8th grades. The study group was randomly divided into two groups. EFA was conducted on the data obtained from the first sub-group n479, and CFA was performed using the data obtained from the second sub-group n488. The results of a series of CFA performed to test three different models developed based on the theoretical structure, Model 3, the second-order single-factor structure composed of 5 sub-dimensions was found to be a successful model. This measurement tool would allow determining motivational beliefs within the expectancy-value concept that can be targeted to encourage students interest in STEM fields, as well as help design interventions for these structures, and evaluate the effectiveness of these interventions.

 Understanding motivational beliefs such as expectancy and value that shape students persistence and decision to pursue a STEM career, obtaining valid and reliable measures for these dimensions, and developing strategies using this data are critically important to ensure students persistence in the STEM pipeline. Therefore, this study aims to develop a tool to measure middle school students STEM motivations within the expectancy and value concepts framework. The trial version of the scale was conducted on 967 middle school students in the 5th, 6th, 7th, and 8th grades. The study group was randomly divided into two groups. EFA was conducted on the data obtained from the first sub-group n479, and CFA was performed using the data obtained from the second sub-group n488. The results of a series of CFA performed to test three different models developed based on the theoretical structure, Model 3, the second-order single-factor structure composed of 5 sub-dimensions was found to be a successful model. This measurement tool would allow determining motivational beliefs within the expectancy-value concept that can be targeted to encourage students interest in STEM fields, as well as help design interventions for these structures, and evaluate the effectiveness of these interventions.

 Understanding motivational beliefs such as expectancy and value that shape students persistence and decision to pursue a STEM career, obtaining valid and reliable measures for these dimensions, and developing strategies using this data are critically important to ensure students persistence in the STEM pipeline. Therefore, this study aims to develop a tool to measure middle school students STEM motivations within the expectancy and value concepts framework. The trial version of the scale was conducted on 967 middle school students in the 5th, 6th, 7th, and 8th grades. The study group was randomly divided into two groups. EFA was conducted on the data obtained from the first sub-group n479, and CFA was performed using the data obtained from the second sub-group n488. The results of a series of CFA performed to test three different models developed based on the theoretical structure, Model 3, the second-order single-factor structure composed of 5 sub-dimensions was found to be a successful model. This measurement tool would allow determining motivational beliefs within the expectancy-value concept that can be targeted to encourage students interest in STEM fields, as well as help design interventions for these structures, and evaluate the effectiveness of these interventions.

 Understanding motivational beliefs such as expectancy and value that shape students persistence and decision to pursue a STEM career, obtaining valid and reliable measures for these dimensions, and developing strategies using this data are critically important to ensure students persistence in the STEM pipeline. Therefore, this study aims to develop a tool to measure middle school students STEM motivations within the expectancy and value concepts framework. The trial version of the scale was conducted on 967 middle school students in the 5th, 6th, 7th, and 8th grades. The study group was randomly divided into two groups. EFA was conducted on the data obtained from the first sub-group n479, and CFA was performed using the data obtained from the second sub-group n488. The results of a series of CFA performed to test three different models developed based on the theoretical structure, Model 3, the second-order single-factor structure composed of 5 sub-dimensions was found to be a successful model. This measurement tool would allow determining motivational beliefs within the expectancy-value concept that can be targeted to encourage students interest in STEM fields, as well as help design interventions for these structures, and evaluate the effectiveness of these interventions.

Makale detayları

Development and validation of STEM motivation scale for middle school students

Yazarlar:

Arif Açıksöz | İlbilge Dökme | Emine Önen

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development

Dergi:

International Journal of Assessment Tools in Education Vol.11 Issue 4, pp.699-720

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327749

pISSN:

2148-7456

Expectancy value theory

Motivation

Scale development

STEM.Expectancy value theory

Motivation

Scale development

STEM.

Sayı

Makale detayları

Yazarlar: Arif Açıksöz | İlbilge Dökme | Emine Önen

Yayıncı: İzzet KARA

Ana Başlıklar: Scale Development

Dergi: International Journal of Assessment Tools in Education Vol.11 Issue 4, pp.699-720

Belge Tipi: Makale

Yayın Tarihi: 11/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001327749

pISSN: 2148-7456

Sayı

Yazarlar:

Arif Açıksöz | İlbilge Dökme | Emine Önen

Yayıncı:

İzzet KARA

Ana Başlıklar:

Scale Development

Dergi:

International Journal of Assessment Tools in Education Vol.11 Issue 4, pp.699-720

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327749

pISSN:

2148-7456