Psychometric properties of Science Motivation Questionnaire II‐Chinese version in two waves of longitudinal data

Abstract

Science motivation is an important factor that directly influences students’ science learning. Numerous studies have been undertaken to develop and validate questionnaire items for measuring students’ motivation in science learning. This study is the first longitudinal examination of the Chinese version of Science Motivation Questionnaire II (SMQ II‐C) in a Chinese cultural context. Using two waves of surveys, we evaluated its internal structure validity and criterion‐related validity. Results showed that at each time point, scores were internally consistent and the hypothesized five‐factor model was confirmed as the best model fit for the data. Results of multigroup invariance revealed the structure of the SMQ II‐C was equivalent within gender subgroups. Furthermore, the present study added longitudinal invariance evidence of the SMQ II‐C by sampling two‐time points. Overall, this study suggests the SMQ II‐C is a robust instrument for evaluating Chinese high school students’ motivation to learn science. Furthermore, boys yielded higher scores than girls among all five subscales of science motivation and significant gender differences were observed in both waves. Implications and limitations of these results are discussed.

Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context

“…The internal consistency indices (Cronbach a) found for each motivational factor also point to the suitability of the instrument. The general average of the Cronbach a obtained (0.94) was found to be within the acceptable range and was slightly higher than the value reported in other studies: 0.92 (Glynn et al, 2011), 0.91 (Salta andKoulougliotis, 2015), 0.87 and 0.93 (Dong et al, 2020). The ''grade motivation'' and ''career motivation'' in the present study recorded the lowest (a = 0.81) and the highest (a = 0.92) internal consistency index, respectively.…”

“…According to Jo ¨reskog and So ¨rbom (1989), w 2 has serious limitations when dealing with variables such as human values. Several studies published in the literature have also reported similar observations in their statistical analysis of the transcultural adaptation of SQM II or CMQ II (Glynn et al, 2011;Salta and Koulougliotis, 2015;Ardura and Pe ´rez-Bitria ´n, 2018;Dong et al, 2020).…”

“…Ardura and Pe ´rez-Bitria ´n (2018) and Salta and Koulougliotis (2015) used the instrument to assess high school students' motivation to learn chemistry. The psychometric properties of the instrument have also been investigated and translated to the Chinese (Dong et al, 2020), Indonesian (Wardhany et al, 2018, Spanish (Ardura and Pe ´rez-Bitria ´n, 2018), German (Schumm and Bogner, 2016), and Greek (Salta and Koulougliotis, 2015) contexts. Salta and Koulougliotis (2015) translated and adapted the SMQ-II to the Greek context where they applied the instrument for the analysis of students' motivation to learn chemistry through comparisons in terms of gender and age.…”

Chinese chemistry motivation questionnaire II: adaptation and validation of the science motivation questionnaire II in high school students

“…Research design. A previous study has provided some evidence for internal structure of SMQII for Chinese high school students (Dong et al, 2020), but some limitations need to be considered. First, the study measured students' motivation to learn science, but not chemistry.…”

“…Schumm and Bogner (2016) translated the SMQII into German for tenth graders at the college preparatory secondary school level, and Shin et al (2018) translated the SMQII for male Korean high school students. The SMQII was also translated for Chinese high school students by Dong et al (2020).…”