The aim of this study was to develop a scale to measure students' STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443–462. doi:10.3102/00346543046003443), we define STEM CM as students' tendencies to actively engage in STEM-related activities. The STEM Continuing Motivation Scale was developed from a literature review and student cognitive interviews, and was validated on a sample of 465 Chinese 7th and 8th graders. The results demonstrated that the developed scale had high reliability (Cronbach's α = 0.91) and good validity. Analysis of variance (ANOVA) showed that boys had significantly higher STEM CM than girls and there were significant differences in engineering CM among students from different schools. The implications of the findings of this study are also discussed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
CitationLuo, T., Wang, J., Liu, X., & Zhou, J. (2019). Development and application of a scale to measure students' STEM continuing motivation. International Journal of Science Education, 41(14), 1885-1904. doi: 10.1080/09500693.2019.1647472
- Continuing motivation
- Rasch analysis
- Scale development
- PG student publication