Motivation Scale: Five dependent variables
were measured on the motivation scale: achievement,
goal orientation, self-efficacy, intrinsic
motivation toward economics, and cognitive
processing. An eighty-three-item motivational
scale questionnaire was developed to assess
the various aspects of student motivation. Variations
of this questionnaire have been used by
Miller and his colleagues (Miller et al. 1993;
Nichols and Miller 1994) on related research
projects. The items were Likert-type questions
intended to measure student learning and performance
goal orientation (12 items), perceived
intrinsic and extrinsic valuing of a task (four each
subscale), cognitive strategy use (nine deep
strategy and nine shallow strategy items), and
self-efficacy (eight items). The items were randomly
ordered using a 5-point scale with ‘strongly
agree’ and ‘strongly disagree’ at the extremes.
The internal reliability coefficients from the pre-
, post-, and post-posttest questionnaire subscales
ranged from r=.41 to r=.93. The questionnaire
was distributed during the first week
of school in August 2010, at the end of the first
6-week grading period and again at the end of
the second 6-week grading period. Students
completed the questionnaire at the conclusion
of each phase of the project in approximately 20
minutes.
Motivation Scale: Five dependent variables
were measured on the motivation scale: achievement,
goal orientation, self-efficacy, intrinsic
motivation toward economics, and cognitive
processing. An eighty-three-item motivational
scale questionnaire was developed to assess
the various aspects of student motivation. Variations
of this questionnaire have been used by
Miller and his colleagues (Miller et al. 1993;
Nichols and Miller 1994) on related research
projects. The items were Likert-type questions
intended to measure student learning and performance
goal orientation (12 items), perceived
intrinsic and extrinsic valuing of a task (four each
subscale), cognitive strategy use (nine deep
strategy and nine shallow strategy items), and
self-efficacy (eight items). The items were randomly
ordered using a 5-point scale with ‘strongly
agree’ and ‘strongly disagree’ at the extremes.
The internal reliability coefficients from the pre-
, post-, and post-posttest questionnaire subscales
ranged from r=.41 to r=.93. The questionnaire
was distributed during the first week
of school in August 2010, at the end of the first
6-week grading period and again at the end of
the second 6-week grading period. Students
completed the questionnaire at the conclusion
of each phase of the project in approximately 20
minutes.
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