MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH

Reijo Byman; Jari Lavonen; Kalle Juuti; Veijo Meisalo

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MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH

Title	MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH
Publication Type	Journal Article
Year of Publication	2012
Authors	Byman, R, Lavonen, J, Juuti, K, Meisalo, V
Journal	Journal of Baltic Science Education
Volume	11
Issue	4
Start Page	379-392
Date Published	December/2012
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1023450
Keywords	motivational orientations, multilevel confirmatory factor analysis, science learning, self-determination theory
Abstract	The first objective of the present study was to test the factorial validity of the inventory designed to measure students’ motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed.
URL	http://oaji.net/articles/2014/987-1419169253.pdf
DOI	10.33225/jbse/12.11.379
Refereed Designation	Refereed
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