About the Measure

Domains Meta-cognition, Motivation, goal orientation and perseverance, Perceptions of Self
Key stages Key Stage 3, Key Stage 4
Subscales Learning goal orientation; Task value; Self-regulation; Self-efficacy
Description This measure is designed to provide insight into pupils' approaches and self-perceptions about science learning (see subscales).
Example In this science class… It is important that I understand what is being taught to me
Link http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.541529
Psychometry
Implementation

Implementation details

No. of items 32
Format Likert
Respondent Self
Scoring Standardised
Time 10
Age 13-16
Cost single purchase Available in jou
Cost per child Available in jou

Psychometric details

UK norms No
Cronbach's α .91-.92
Test retest Not reported
Inter-rater reliability Not reported
EFA 4-factor oblique
CFA Not reported
Criterion validity Not reported
Construct validity Not reported
Concurrent validity The ability for subscales to distinguish between classes was statistically significant and revealed the following effect sizes (Eta², all p< .0001): Learning goal orientation: .22; Task value: .17; Self-regulation: .17; Self-efficacy: .18
Predictive validity r= [.43,.69] with student science achievement
Responsiveness Not reported
Floor/Ceiling Not reported
References Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure Students’ Motivation and Self‐Regulation in Science Learning. International Journal of Science Education, 33(15), 2159-2179. doi:10.1080/09500693.2010.541529