Understanding Science Motivation Across Teacher Education Programs: A Comprehensive Demographic Analysis

Aeschlimann, B., Herzog, W., & Makarova, E. (2016). How to foster students’ motivation in mathematics and science classes: Results of an intervention study in Swiss high schools. International Journal of Science and Mathematics Education, 14(3), 535–553.

Altun, Y., & Serin, S. (in press). Cross-cultural validation of the Science Motivation Questionnaire II (SMQ-II) with Turkish preservice teachers across science and nonscience majors. Book Name.

Areepattamannil, S., Cairns, D., & Dickson, M. (2019). Teacher-directed versus inquiry-based science instruction: Investigating links to adolescents’ science dispositions across 66 countries. Journal of Educational Psychology, 111(2), 226–245.

Ardura, I. R., & Pérez-Bitrián, A. (2018). Motivation and performance in science: The contribution of the Science Motivation Questionnaire II to Spanish students. Psicothema, 30(2), 166–171.

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.

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 Among Middle School Students. Journal of Research in Science Teaching, 43(5), 485–499.

Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21.

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.

Dong, Y., Wang, J., & Wang, X. (2020). Validation of a Chinese version of the Science Motivation Questionnaire II. Journal of Baltic Science Education, 19(5), 716–729.

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 on motivation. Contemporary Educational Psychology, 61, 101859.

Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176.

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

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

Kang, J., & Keinonen, T. (2017). The effect of student-centered approaches on students’ interest and achievement in science: Relevant factors in Finnish and South Korean contexts. Research in Science Education, 47(4), 755–778.

Kang, J., & Keinonen, T. (2018). The effect of inquiry-based learning on students’ science attitudes and self-efficacy: Evidence from PISA 2015. International Journal of Science Education, 40(11), 1361–1385.

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.

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

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.

Schumm, M. F., & Bogner, F. X. (2016). Measuring adolescent science motivation. International Journal of Science Education, 38(3), 434–449.

Toma, R. B., Costa-Lobo, C., & Araújo, A. (2023). Investigating science motivation among Brazilian students: A validation study of the Science Motivation Questionnaire II. Research in Science & Technological Education. Advance online publication.

Vedder-Weiss, D., & Fortus, D. (2018). Adolescents’ declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 55(8), 1053–1075.

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

Zhang, W., & Zhou, S. (2023). Adapting and validating the Science Motivation Questionnaire II for Chinese senior high school students in chemistry. Chemistry Education Research and Practice, 24(1), 1–15.