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+Student’s Motivation Towards Science Learning (SMTSL) Questionnaire

Tuan*, Chin, & Shieh (2005)

Topic: Motivation - Academic Motivation

Instructions: 

This questionnaire contains statements about your willingness in participating in this science class. You will be asked to express your agreement on each statement. There are no “right “ or “wrong” answers. Your opinion is what is wanted. Think about how well each statement describes your willingness in participating in this class. Be sure to give an answer for all questions. If you change your mind about an answer, just cross it out and circle another.

Response Options:

  1. Strongly Disagree
  2. Disagree
  3. No Opinion/Neutral
  4. Agree
  5. Strongly Agree

Items:

Self Efficacy

  1. Whether the science content is difficult or easy, I am sure that I can understand it.
  2. I am not confident about understanding difficult science concepts. (-)
  3. I am sure that I can do well on science tests.
  4. No matter how much effort I put in, I cannot learn science. (-)
  5. When science activities are too difficult, I give up or only do the easy parts. (-)
  6. During science activities, I prefer to ask other people for the answer rather than think for myself. (-)
  7. When I find the science content difficult, I do not try to learn it. (-)

Active learning strategies

  1. When learning new science concepts, I attempt to understand them.
  2. When learning new science concepts, I connect them to my previous experiences.
  3. When I do not understand a science concept, I have fine irrelevant resources that will help me.
  4. When I do not understand a science concept, I would discuss it with the teacher or other students to clarify my understanding.
  5. During the learning process he is, I attempt to make connections between the concepts that I learned.
  6. When I make a mistake, I try to find out why.
  7. When I meet science concepts that I do not understand, I still try to learn them.
  8. When do science concepts that I have learned conflict with my previous understanding, I try to understand why.

Science Learning Value

  1. I think that learning science is important because I can use it in my daily life.
  2. I think that learning science is important because it stimulates my thinking.
  3. In science, I think that it is important to learn to solve problems.
  4. In science, I think it is important to participate in inquiry activities.
  5. It is important to have the opportunity to satisfy my own curiosity when learning science.

Performance Goal

  1. I participate in science courses to get a good grade. (-)
  2. I participate in science courses to perform better than other students. (-)
  3. I participate in science courses for the other students think I'm smart. (-)
  4. I participate in science courses so that the teacher pays attention to me. (-)

Achievement Goal

  1. Doing a science course I feel most fulfilled when I attain a good score on a test.
  2. I feel most fulfilled when I feel confident about this content in a science course.
  3. During a science course, I feel most fulfilled when I'm able to solve a difficult problem.
  4. During a science course, I feel most fulfilled when the teacher except my ideas.
  5. During a science course, I feel most fulfilled when other students except my ideas.

Learning Environment Stimulation

  1. I am willing to participate in the science course because the content is exciting and changeable.
  2. I am willing to participate in the science course because the teacher uses a variety of teaching methods.
  3. I am willing to participate in the science course because the teacher does not put a lot of pressure on me.
  4. I am willing to participate in the science course because a teacher pays attention to me.
  5. I am willing to participate in this house course because it is challenging.
  6. I'm willing to participate in the science course because students are involved in discussions.

*(-) represents reverse items.

Citation:

Tuan*, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International journal of science education, 27(6), 639-654. https://doi.org/10.1080/0950069042000323737 Links to an external site.. 

Link to PDF: https://www.tandfonline.com/doi/full/10.1080/0950069042000323737?casa_token=QQ5dGdRBwJAAAAAA%3AteZmIbdgDiTV8OSbOSbcip0Bz7bI0ZUe8Ew4N0OWQGqyolTuorvQsWlQ0hSsftN-ZKw93sBOd0EIsQ& Links to an external site.

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