Cross-Cultural Validation Of The Science Motivation Questionnaire Ii (Smq-Ii) With Turkish Preservice Teachers Across Science And Non-Science Majors

Özet

Referanslar

Areepattamannil, S., Cairns, D., & Dickson, M. (2020). Teacher-directed versus inquiry-based science instruction: Investigating links to adolescents’ science dispositions across 66 countries. Journal of Research in Science Teaching, 56(6), 771–790.

Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes and promote students’ STEM career choice: A study in Swiss high schools. International Journal of Educational Research, 79, 31–41.

Ardura, I. R., & Pérez-Bitrián, A. (2018). The effect of motivation on the choice of chemistry in secondary school: Adaptation and validation of the Science Motivation Questionnaire II with Spanish students. Chemistry Education Research and Practice, 19(3), 905–918. https://doi.org/10.1039/C8RP00098K

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756.

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer.

Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499.

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). Guilford Press.

Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (15. baskı). Pegem.

Çetin-Dindar, A., & Geban, Ö. (2015). Fen Bilimleri Motivasyon Ölçeğinin Türkçe’ye ve kimyaya uyarlanması: Geçerlilik çalışması. Pegem Eğitim ve Öğretim Dergisi, 5(1), 15–34. https://doi.org/10.14527/pegegog.2015.002

Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21. https://doi.org/10.1016/j.lindif.2012.11.002

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). Sage.

Dong, Y., Wang, Y., & Wang, J. (2020). Validation of a Chinese version of the Science Motivation Questionnaire II. Journal of Baltic Science Education, 19(5), 716–729. https://doi.org/10.33225/jbse/20.19.716

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.

Eccles, J. S., & Wigfield, A. (2020). From expectancy–value theory to situated expectancy–value theory: A developmental, social cognitive, and sociocultural perspective. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859

Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). Sage.

Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and non-science majors. Journal of Research in Science Teaching, 48(10), 1159–1176. https://doi.org/10.1002/tea.20442

Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum.

Hambleton, R. K., & Zenisky, A. L. (2011). Translating and adapting tests for cross-cultural assessments. In D. Matsumoto & F. J. R. van de Vijver (Eds.), Cross-cultural research methods in psychology (pp. 46–70). Cambridge University Press.

Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

International Test Commission. (2018). The ITC Guidelines for Translating and Adapting Tests (Second Edition). International Journal of Testing, 18(2), 101–134.

Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.

Kang, J., & Keinonen, T. (2017). The effect of inquiry-based science teaching on attitudes, self-efficacy, and science process skills. Research in Science Education, 47, 805–828. https://doi.org/10.1007/s11165-016-9532-3

Kang, J., & Keinonen, T. (2018). The effect of student-centered approaches on students’ motivation in science. Science Education International, 29(2), 90–99

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.

Klassen, R. M., Frenzel, A. C., & Perry, N. E. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104(1), 150–165.

Mokkink, L. B., Terwee, C. B., Patrick, D. L., Alonso, J., Stratford, P. W., Knol, D. L., Bouter, L. M., & de Vet, H. C. W. (2018). COSMIN methodology for systematic reviews of patient-reported outcome measures (PROMs). Quality of Life Research, 27(5), 1147–1157.

OECD. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publishing. https://doi.org/10.1787/b5fd1b8f-en

Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. The Nuffield Foundation.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.

Polit, D. F., & Beck, C. T. (2021). Nursing research: Generating and assessing evidence for nursing practice (11th ed.). Wolters Kluwer.

Potvin, P., & Hasni, A. (2014). Interest, motivation, and attitude towards science and technology at K–12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129.

Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental Review, 41, 71–90.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Salta, K., & Koulougliotis, D. (2015). Assessing motivation to learn chemistry: Adaptation and validation of the Science Motivation Questionnaire II with Greek secondary school students. Chemistry Education Research and Practice, 16(2), 237–250. https://doi.org/10.1039/C4RP00196F

Schumm, M. F., & Bogner, F. X. (2016). Measuring adolescent science motivation: A mixed-methods study. International Journal of Science Education, 38(3), 434–449. https://doi.org/10.1080/09500693.2016.1147659

Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.

Terwee, C. B., Prinsen, C. A. C., Chiarotto, A., Westerman, M. J., Patrick, D. L., Alonso, J., Bouter, L. M., de Vet, H. C. W., & Mokkink, L. B. (2018). COSMIN methodology for evaluating the content validity of patient-reported outcome measures: A Delphi study. Quality of Life Research, 27(5), 1159–1170.

Toma, R. B., Costa-Lobo, C., & Araújo, A. M. (2023). Cross-cultural adaptation and validation of the Science Motivation Questionnaire II for Brazilian students. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-022-10065-3

Tosun, C. (2013). Adaptation of Chemistry Motivation Questionnaire II to Turkish: A validity and reliability study. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 173–202.

Vedder-Weiss, D., & Fortus, D. (2018). Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning. Research in Science Education, 48(1), 181–206.

Wigfield, A., & Eccles, J. S. (2020). Thirty-five years of research on students’ subjective task values and motivation: A look back and a look forward. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 7, pp. 161–198). Elsevier.

Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838.

Yamamura, E., & Takehira, H. (2017). Adaptation of the Science Motivation Questionnaire II for a Japanese sample: Its predictive validity for science grades and track choice. Journal of Science Education in Japan, 41(4), 349–360. (In Japanese, with English abstract.)

Yuenyong, C., & Narjaikaew, P. (2009). Scientific literacy and Thailand science education. International Journal of Environmental and Science Education, 4(3), 335–349.

Zhang, J., & Zhou, Q. (2023). Chinese Chemistry Motivation Questionnaire II: Adaptation and validation of the Science Motivation Questionnaire II in high school students. Chemistry Education Research and Practice, 24(1), 369–383. https://doi.org/10.1039/D2RP00243D

Yayınlanan

12 Şubat 2026

Lisans

Lisans