Motivation Scale

This research involves the development of items on an achievement motivation scale that is used in improving the achievement motivation of senior high school students. No research on instrument development has been carried out on measuring the level of achievement motivation of senior high school students in Indonesia. Participants tested the development of 38 items and consisted of 1,909 respondents as students from senior high schools in the City of Surabaya. The utilized analysis technique was the Rasch model. Results of applying the Rasch analysis indicated that achievement motivation scale was good, proper, and appropriate in items to the model. The accomplishment motivation scale is a valid and dependable instrument for precisely determining pupils' levels of accomplishment motivation. In light of the achievement motivation scale results, this study explores the consequences and suggests directions for future research on the use of guidance and counseling.

The study takes the scale of Galbraith and Hines (1998, 2000) and arguments exposed by Galbraith, Hines and Pemberton (1999), Cretchley, Harman, Ellerton and Fogarty (2000), McDougall and Karadag (2009), Gómez-Chacón and Haines, (2008), Goldenberg (2003), Moursund (2003), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. In the same way the arguments of García and Edel (2008), García-Santillán and Escalera (2011), García-Santillán, Escalera and Edel (2011) about variables associated with the use of ICT as a didactic strategy in teaching-learning process in order to establish a relationship between students perception with the teaching-learning process and technology. Therefore this paper examines the relationships between students attitudes towards mathematics and technology in a study carried out in the Universidad Autónoma of San Luis Potosí Unidad Zona Media. 214 questio...

The objective of this work was to validate the Marathon Motivation Scale (MOMS) for its application in the Chilean context. The study used a non-experimental, descriptive and transversal design. The sample was non-probability and intentional and was composed of 250 subjects (143 male and 104 female) runners who participated in the International Marathon of Viña del Mar with an average age of 29.8 (TD=10.1) years. For the analysis of the data, an exploratory factorial analysis was carried out with free parameters, another one with seven factors fixed to the theoretical dimensions and a confirmatory factorial analysis with the items corresponding to the MOMS model. The validity and reliability of the Spanish version of the MOMS was checked in Chilean corridors. The original factorial model of 34 indicators grouped in seven factors did not present a good fit in the indicators of the exploratory factorial analysis. For this reason, seven indicators were eliminated that allowed a valid and reliable scale to be obtained to measure the reasons why Chilean runners participate in endurance races. The final model consists of 27 indicators distributed over the seven factors proposed by Ruiz and Zarauz (2011) in the Spanish version of the MOMS.

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a comprehensive literature regarding the motivation of those learning in traditional learning environments, the number of studies addressing the motivation of open and distance education students in e-learning environments is not sufficient. In this context, this study aims at determining the level of intrinsic motivation of open and distance education students. Thus, data were collected from 1,639 distance education students in 22 programmes, through Intrinsic Motivation in e-Learning Questionnaire developed and validated to that end. Analyses carried out indicate that the level of intrinsic motivation of open and distance education students is high in e-learning environments, but there is not a statistically significant difference by gender, programme structure (graduate/undergraduate), instruction type (distance-blended), and academic disciplines.

This study was aimed at developing a scale for determining motivation of primary school students towards learning Mathematics. A preliminary form of the scale included 74 Three-point scale items and data was collected from a total of 482 participants who were 3rd and 4th grade primary students. For construct validity, varimax orthagonal rotation connects with exploratory factor analysis was used. In the result of factor analysis, the scale involves in one factor explaining 42.46% of total variance. Based on the result of item analysis, the scale consisted of 33 items of which 29 were positive and 4 were negative. The overall Cronbachalpha coefficient of the scale was high (α= 0.94) indicating that it was a fairly consistent measure.The results of the study indicate that the scale named as primary school mathematics motivation scale (PSMMS) has good psychometric properties and is reliable and valid. It can be used reliably in future educational researches

The popularity of the computer games are increasing every day. Spending time in front of the computers with almost no physical activity causes many health related problems. Recent technologies such as Kinect sensors may have the potential to reduce the physical side effects of the computer games. Nevertheless, the physical and emotional effects of playing computer games with the Kinect on users are still not clear. The effects of playing computer games with and without Kinect were compared in the study with 21 prospective teachers studying at the Education Faculty located in Zonguldak, Turkey in 2014. The mixed method research design was used to explore the research questions. The game playing motivation scale, self-reported muscular activity figure and structured interview questions were used to collect data. Besides t-test, descriptive analyses of the qualitative and quantitative data were conducted for analysis. Findings revealed that using the games with Kinect sensors improved users' motivation and muscular activity. Also the Kinect has changed game players' opinions on games. Further research should investigate the correlation between the motivation and emotional effects of the Kinect use on computer game players.

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a comprehensive literature regarding the motivation of those learning in traditional learning environments, the number of studies addressing the motivation of open and distance education students in e-learning environments is not sufficient. In this context, this study aims at determining the level of intrinsic motivation of open and distance education students. Thus, data were collected from 1,639 distance education students in 22 programmes, through Intrinsic Motivation in e-Learning Questionnaire developed and validated to that end. Analyses carried out indicate that the level of intrinsic motivation of open and distance education students is high in e-learning environments, but there is not a statistically significant difference by gender, programme structure (graduate/undergraduate), instruction type (distance-blended), and academic disciplines.

The study was aimed at establishing the relationship between the achievement of secondary school students in mathematical problem solving and their achievement in intellectual ability test using factor analysis. The study population consisted of all the students in Senior Secondary Schools (SSS) in Ondo State. Out of this population, a sample of 206 students was purposively selected from three senatorial districts of the State. Seven instruments (six on intellectual abilities and one on mathematical problem solving) were administered on the respondents. The finding of the study showed that a significant relationship existed between mathematical problem solving and intellectual abilities (verbal, induction and numerical abilities) of the students. Thus, teachers should provide avenue for students to improve their intellectual abilities of verbal, induction, numerical, retention and other abilities. This could be done by enriching the learning environment using different instructional techniques, materials and activities in the classroom.

The popularity of the computer games are increasing every day. Spending time in front of the computers with almost no physical activity causes many health related problems. Recent technologies such as Kinect sensors may have the potential to reduce the physical side effects of the computer games. Nevertheless, the physical and emotional effects of playing computer games with the Kinect on users are still not clear. The effects of playing computer games with and without Kinect were compared in the study with 21 prospective teachers studying at the Education Faculty located in Zonguldak, Turkey in 2014. The mixed method research design was used to explore the research questions. The game playing motivation scale, self-reported muscular activity figure and structured interview questions were used to collect data. Besides t-test, descriptive analyses of the qualitative and quantitative data were conducted for analysis. Findings revealed that using the games with Kinect sensors improved users' motivation and muscular activity. Also the Kinect has changed game players' opinions on games. Further research should investigate the correlation between the motivation and emotional effects of the Kinect use on computer game players.

Externality of happiness is a psychological construct that refers to the degree to which individuals perceive their level of happiness as beyond their control and mostly dependent to external factors. The aim of this study was to examine the reliability and validity of the Externality of Happiness scale (EOH) among a Turkish adult sample. A total of 230 participants (152 males and 78 females; mean age = 37.8 years, SD = 9.1) completed self-report measures of externality of happiness, life satisfaction, flouring, self-esteem, and fear of happiness. Exploratory and confirmatory factor analysis supported a one-factor structure for the EOH. The EOH was found to be negatively correlated with life satisfaction, flourishing, and self-esteem and positively correlated with fear of happiness. The scale also showed incremental value over self-esteem in predicting life satisfaction. Furthermore, the scale was found to be discriminated from fear of happiness. Moreover, evidence was provided for internal-consistency reliability. Overall, the findings suggested that Turkish version of EOH had adequate reliability and validity scores and that it can be used as a useful measurement tool to assess externality of happiness beliefs in future clinical practice and research.

This paper focuses on comparing the analysis of Economics student’s metacognitive skills and self-assessment. The design of the study is a descriptive research survey, and the study population comprises of all the Economics senior secondary II students in Edo South Senatorial District of Edo State, Nigeria. The sample size of this study consists of 390 Economics senior secondary school class II. The instrument used for this study is a questionnaire, which was validated by expert in Measurement and Evaluation as well as Educational Psychology. The Cronbach Alpha reliability was used to determine the consistency of the instrument which was at 0.84. The data collected was analyzed using Pearson’s product-moment correlation to determine the relationship between metacognitive skills, self-assessment, and Economics student’s achievement. The two hypotheses were tested at 0.05 level of significance. Firstly, the data analysis showed that there is a relationship between metacognitive skills and Economics students’ achievement. Secondly, it also shows that self-assessment is related to the achievement of Economics students. From the findings, it was recommended that Economics teachers should give Economics students more homework that will compel the students to search for information online (e-learning). Secondly, Economics teachers should consistently monitor, check when relevant, and reply the Economics students based on the assignment given to them. Finally, a significant relationship exists between students’ metacognitive skills and determinant of academic performance.

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e‐learning environments. Despite a comprehensive literature regarding the motivation of those learning in traditional learning environments, the number of studies addressing the motivation of open and distance education students in e‐learning environments is not sufficient. In this context, this study aims at determining the level of intrinsic motivation of open and distance education students. Thus, data were collected from 1,639 distance education students in 22 programmes, through Intrinsic Motivation in e‐Learning Questionnaire developed and validated to that end. Analyses carried out indicate that the level of intrinsic motivation of open and distance education students is high in e‐learning environments, but there is not a statistically significant difference by gender, programme structure (graduate/undergraduate), instruction type (distance–blended), and academic disciplines.

The aim of this paper is to measure the attitude of Information Technology students in Mu'tah University towards computerized examination. In this study, we analyzed the following questions: Do students prefer computer based exams or paper based exam? Whatever their preference, why? What are the demographic factors that have affected the attitude of students towards computerized exams? We discussed the security concerns that come to light when considering computerized exams, such as: How can we secure computerized exams? Therefore, the data utilized in this paper was collected from questionnaires which were designed to achieve the stated objectives as well as to encourage a high response rate. The design of the questionnaires used in this paper mirrored those found in online international journals. We also, reviewed previous literature about students' attitudes toward online tests. We obtained information about students' beliefs, attitudes, and feelings toward using computers in testing, adapting, and creating new items.

The study aimed to investigate the effect of using Ausubel's assimilation theory and the metacognitive strategy (K.W.L) in teaching statistics and probability unit for students of second grade – middle school students' achievement and mathematical communication. The study sample consisted of 168 grade – middle school students in Hail. They were randomly divided into two experimental groups; the first (N=56) students and the second (N=56), and a control group (N=56). The first experimental group was studied using Ausubel's model; the second experimental group was studied using the metacognitive strategy (K.W.L); and the control group was studied using the conventional method. The research tools used in this study is an achievement test and scale for mathematical communication. The results showed that there were significant differences in achievement for the first and the second experimental group compared to the control group. Hence, this demonstrates the effectiveness of these two methods in teaching. The results showed statistically significant differences in mathematical communication due to the teaching methods. In addition, the second experimental group outperformed the first experimental group and the control group. The results also showed a statistically significant difference between pre-administration and the post-administration in favor of the post-administration for the three research groups. Further recommendations were suggested for future research.

The popularity of the computer games are increasing every day. Spending time in front of the computers with almost no physical activity causes many health related problems. Recent technologies such as Kinect sensors may have the potential to reduce the physical side effects of the computer games. Nevertheless, the physical and emotional effects of playing computer games with the Kinect on users are still not clear. The effects of playing computer games with and without Kinect were compared in the study with 21 prospective teachers studying at the Education Faculty located in Zonguldak, Turkey in 2014. The mixed method research design was used to explore the research questions. The game playing motivation scale, self-reported muscular activity figure and structured interview questions were used to collect data. Besides t-test, descriptive analyses of the qualitative and quantitative data were conducted for analysis. Findings revealed that using the games with Kinect sensors improved users’ motivation and muscular activity. Also the Kinect has changed game players’ opinions on games. Further research should investigate the correlation between the motivation and emotional effects of the Kinect use on computer game players.

This study aimed at investigating the factors that affect students'
enjoyment in learning and teaching as recognized them self's. To achieve the
purpose of this study the researcher developed a study instrument consisted
of 45 items and distributed to five sub-domains. The study followed a
descriptive analytical method. Validity and reliability were tested, then
distributed on (637) students from upper elementary grades. Results of the
study showed that "the implementation of learning resources" (83.74%) is
the most important factor that affects students' enjoyment. The lowest factor
that influences students' enjoyment of learning is "the teachers' teaching
style" (56.93%). Further, the results showed that some factors such as: the
implementation of learning resources, student's role in the classroom, and the
administrative role are more influential in favor of female students. In
addition, students' of high achievement increases their enjoyment level
during utilizing learning resources. However, the impact of teacher's role on
students' enjoyment was the least affected factor for students who have lower
achievement level. Furthermore, there are no statistically significant
differences related to the level of the school. In light of the findings, the
researcher recommends that there is a need for providing opportunities that
increase the active role of students. Further, administrators should engage
more with students' activities. Crucial factors that increase enjoyment levels
of students include focusing on implementing learning resources in teaching
and encouraging students who have low achievement levels in the activities.

This study aimed at investigating the factors that affect students'
enjoyment in learning and teaching as recognized them self's. To achieve the
purpose of this study the researcher developed a study instrument consisted
of 45 items and distributed to five sub-domains. The study followed a
descriptive analytical method. Validity and reliability were tested, then
distributed on (637) students from upper elementary grades. Results of the
study showed that "the implementation of learning resources" (83.74%) is
the most important factor that affects students' enjoyment. The lowest factor
that influences students' enjoyment of learning is "the teachers' teaching
style" (56.93%). Further, the results showed that some factors such as: the
implementation of learning resources, student's role in the classroom, and the
administrative role are more influential in favor of female students. In
addition, students' of high achievement increases their enjoyment level
during utilizing learning resources. However, the impact of teacher's role on
students' enjoyment was the least affected factor for students who have lower
achievement level. Furthermore, there are no statistically significant
differences related to the level of the school. In light of the findings, the
researcher recommends that there is a need for providing opportunities that
increase the active role of students. Further, administrators should engage
more with students' activities. Crucial factors that increase enjoyment levels
of students include focusing on implementing learning resources in teaching
and encouraging students who have low achievement levels in the activities.

The study takes the scale proposed by Galbraith and Hines (1998), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. A total of 303 questionnaires were applied to undergraduate students in Accounting, Management, Economy, International Commerce and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Hypothesis: Ho: ρ = 0 has no correlation Ha: ρ ≠0 have correlation. The results obtained by the Kaiser-Meyer-Olkin (KMO) and Bartlett's test of shpericity (2calculated ) 92.902 > 2 tables, Sig. 0.00 p< 0.01 KMO 0.668; Measure sample adecuacy (MSA): (CONFIMA 0.682; MOTIMA 0.639; COMPROMA 0.716; CONFICOM 0.688 and INTEMACO 0.660) provide evidence to reject the nul hypothesis (Ho). Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement; help understand the student’s attitude toward mathematics and technology.

The study takes the scale proposed by Galbraith and Hines (1998), about Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer and Mathematics interaction and Mathematics engagement. A total of 303 questionnaires were applied to undergraduate students in Accounting, Management, Economy, International Commerce and Marketing. The statistical procedure was the factorial analysis with extracted principal component. The Hypothesis: Ho: ρ = 0 has no correlation Ha: ρ ≠0 have correlation. The results obtained by the Kaiser-Meyer-Olkin (KMO) and Bartlett's test of shpericity ( 2 calculated ) 92.902 >  2 tables , Sig. 0.00 p< 0.01 KMO 0.668; Measure sample adecuacy (MSA): (CONFIMA 0.682; MOTIMA 0.639; COMPROMA 0.716; CONFICOM 0.688 and INTEMACO 0.660) provide evidence to reject the nul hypothesis (Ho). Thus, the variables implicated Mathematics confidence, Mathematics motivation, Computer confidence, Computer motivation, Computer-Mathematics interaction and Mathematics engagement; help understand the student's attitude toward mathematics and technology.