Resources
If you have articles or instruments that measure motivation that you have found to be useful, please email the article and/ instrument and citation information to michael_e_moore@baylor.edu and I will post the information here on the page. If you see an article or instrument listed below that you would like access to but cannot obtain through your institution, please contact me at the email address above and I will send out the article as soon as I can.
*The main contributors to this list are Amanda Sebesta, Kimberly Pigford, Michael Moore, and Grant Gardner*
Articles that are BOLDED contain biology-specific findings.
Articles:
Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher
Education Research & Development, 34(1), 1-14. doi:10.1080/07294360.2014.934336
Ainscough L, Foulis E, Colthorpe K, Zimbardi K, Robertson-Dean M, Chunduri P, Lluka L. 2016. Changes in biology self- efficacy during a first- year university course. CBE—Life Sciences Education, 15(1):ar19.
Andrews, S. E., Runyon, C., Aikens, M. L., & Bauerle, C. (2017). The Math–Biology Values Instrument: Development of a Tool to Measure Life Science Majors’ Task Values of Using Math in the Context of Biology. CBE—Life Sciences Education, 16(3), ar45. doi:10.1187/cbe.17-03-0043
Augustyniak, R.A., Ables, A.Z., Guilford, P., Lujan, H.L., Cortright, R.N., & DiCarlo, S.E. (2016). Intrinsic motivation: An overlooked component for student success. Advances in Physiology Education, 40(4), 465-466.
Baldwin JA, Ebert-May D, Burns DJ. 1999. The development of a college biology self-efficacy instrument for nonmajors. Science Education 83:397-408.
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, 740-756.
Cavanagh, A. J., Chen, X., Bathgate, M., Frederick, J., Hanauer, D. I., & Graham, M. J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE-Life Sciences Education, 17(1). doi:10.1187/cbe.17-06-0107
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., . . . Verstuyf, J. (2015). Basic psychological need
satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236. doi:10.1007/s11031-014
9450-1
Cleveland, L. M., Olimpo, J. T., & DeChenne-Peters, S. E. (2017). Investigating the relationship between instructors’ use of active-learning strategies and students’ conceptual understanding and affective changes in introductory biology: A comparison of two active-learning environments. CBE-Life Sciences Education, 16(2), 19.1-10.
Cortright, R.N., Lujan, H.L., Blumberg, A.J., Cox, J.H., & DiCarlo, S.E. (2013). Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students. Advances in Physiology Education, 37(3), 227-232.
Deemer, E. D., Martens, M. P., & Buboltz, W. C. (2010). Toward a Tripartite Model of Research Motivation: Development and Initial Validation of the Research Motivation Scale. Journal of Career Assessment, 18(3), 292-309. doi:10.1177/1069072710364794
Dohn, N. B., Fago, A., Overgaard, J., Madsen, P. T., & Malte, H. (2016). Students' motivation toward laboratory work in physiology teaching. Advances in Physiology Education, 40(3), 313-318. doi:10.1152/advan.00029.2016
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of Belonging in College Freshmen at the Classroom and Campus Levels. The Journal of Experimental Education, 75(3), 203-220. doi:10.3200/JEXE.75.3.203-220
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.
Glynn, S.M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107.
Guay, F., Morin, A. J. S., Litalien, D., Valois, P., & Vallerand, R. J. (2015). Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 51-82. doi:10.1080/00220973.2013.876231
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational
Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213. doi:10.1023/a:1005614228250
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375.
Harackiewicz, J. M., Tibbetts, Y., Canning, E., & Hyde, J. S., Harnessing Values to Promote Motivation in Education. In Motivational Interventions (pp. 71-105).
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507- 516. doi:10.1007/s10734-017-0152-
Howard, J. L., Gagné, M., Morin, A. J. S., & Forest, J. Using Bifactor Exploratory Structural Equation Modeling to Test for a Continuum Structure of Motivation. Journal of Management, 0(0), 0149206316645653. doi:10.1177/0149206316645653
Jeno, L. M., Grytnes, J.-A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A Self-Determination Theory perspective. Computers & Education, 107, 1-12. doi:https://doi.org/10.1016/j.compedu.2016.12.011
Jeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M.J., & Maeland, S. (2017). The relative effect of team-based learning on motivation and learning: A self-determination perspective. CBE-Life Sciences Education, 16(4), article 59.
La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: A self-determination
theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79, 367-384.
Lawson AE, Banks DL, Logvin M. 2007. Self-efficacy, reasoning ability, and achievement in college biology. Journal of Research in Science Teaching, 44(5):706-724.
Lin, T.-C., Liang, J.-C., & Tsai, C.-C. (2015). Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors. International Journal of Science Education, 37(3), 446-468. doi:10.1080/09500693.2014.992057
Malik, M., & Parveen, N. (2015). Intrinsic motivation of the high and low academic achievers. American Journal of Educational Research, 3(11),
1481-1483.
Olimpo, J. T., Fisher, G. R., DeChenne-Peters, S. E., & Hatfull, G. F. (2016). Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course. CBE—Life Sciences Education, 15(4), ar72. doi:10.1187/cbe.15-11- 0228
Palmer, D., Dixon, J., & Archer, J. (2017). Using Situational Interest to Enhance Individual Interest and Science-Related Behaviours. Research in Science Education, 47(4), 731-753. doi:10.1007/s11165-016-9526-x
Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non- majors biology course. Learning Environments Research, 15(1), 103-123.
Partin, M.L., Haney, J.J., Worch, E.A., Underwood, E.M., Nurnberger-Haag, J.A., Scheuerman, A., & Midden, W.R. (2011). Yes I can: The contributions of motivation and attitudes on course performance among biology nonmajors. Journal of College Science Teaching, 40(6), 86-95.
Reece, A. J. & Butler, M. B. (2017) Virtually the same: A comparison of STEM students' content knowledge, course performance, and motivation to learn in virtual and face-to-face introductory biology laboratories. Journal of College Science Teaching, 46(3), 83-89.
Russell, M.L. & Atwater, M.M. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly white instituion. Journal of Research in Science Teaching, 42(6), 691-715.
Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of
Personality and Social Psychology, 57, 749-761.
Skinner, E., Saxton, E., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal Of Science Education, 39(17), 2433-2459. doi:10.1080/09500693.2017.1387946
Smith, J., Deemer, E., Thoman, D., & Zazworsky, L. (2014). Motivation under the microscope: Understanding undergraduate science students' multiple motivations for research. Motivation & Emotion, 38(4), 496-512. doi:10.1007/s11031-013-9388-8
Stupnisky, R. H., BrckaLorenz, A., Yuhas, B., & Guay, F. (2018). Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types. Contemporary Educational Psychology, 53, 15-26. doi:https://doi.org/10.1016/j.cedpsych.2018.01.004
Instruments:
Academic Self-Regulation Questionnaire (SRQ-A)
Autonomous Learning Scale
Basic Need Satisfaction in Relationships Scale
Intrinsic Motivation Inventory (IMI)
Learning Climate Questionnaire (LCQ)
Learning Self-Regulation Questionnaire (SRQ-L)
Motivated Strategies for Learning Questionnaire (MSLQ)
Self-determination, Purpose, Identity, and Engagement in Science (SPIRES)
Science Motivation Questionnaire II (SMQ II) also the Biology version (SMQ II-Bio)
Situational Motivation Scale (SIMS)
Basic Psychological Need Satisfaction and Frustration Scale