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Conference Paper: Development and validation of teacher motivation scale in project learning

TitleDevelopment and validation of teacher motivation scale in project learning
Authors
Issue Date2010
PublisherInternational Test Commission.
Citation
The 7th Conference of the International Test Commission: Challenges and Opportunities in Testing and Assessment in a Globalized Economy, Hong Kong, China, 19-21 July 2010. In Programme Book of the 7th Conference of the International Test Commission, 2010, p. 60, paper 3 How to Cite?
AbstractAccording to self-determination theory (Ryan & Deci, 2000), different types of motivation can be placed on a continuum according to the extent they reveal self-determination. From the least self-determined to the most self-determined motivation are (a) external regulation (doing a task for external monitoring), (b) introjected regulation (doing a task for approval from others), (c) identified regulation (doing a task for its importance), and (d) intrinsic regulation (doing a task for enjoyment or interest). Based on this theoretical framework, we developed a scale to measure teachers’ motivation in implementing project learning activity. The scale consisted of 20 items grouped in 4 subscales (i.e., external, introjected, identified and intrinsic). Confirmatory factor analysis on data from 182 Chinese teachers from eight secondary schools in Hong Kong supported the four-factor structure of the scale. Results of 1-dimensional Rasch analysis using the Winsteps programme suggested that the response categories functioned well and there was more than one dimension to the data. When the data were subjected to a 4-dimensional Rasch analysis using the Conquest programme, it was found that the data fitted the model well. Overall, the teacher motivation scale was found to be reliable and valid. This instrument provides important resources for the schools that implement project learning activity.
DescriptionS16 - Scale development using Rasch models: Paper 3
Persistent Identifierhttp://hdl.handle.net/10722/137978

 

DC FieldValueLanguage
dc.contributor.authorCheng, RWYen_US
dc.contributor.authorLam, SFen_US
dc.date.accessioned2011-08-26T14:37:51Z-
dc.date.available2011-08-26T14:37:51Z-
dc.date.issued2010en_US
dc.identifier.citationThe 7th Conference of the International Test Commission: Challenges and Opportunities in Testing and Assessment in a Globalized Economy, Hong Kong, China, 19-21 July 2010. In Programme Book of the 7th Conference of the International Test Commission, 2010, p. 60, paper 3en_US
dc.identifier.urihttp://hdl.handle.net/10722/137978-
dc.descriptionS16 - Scale development using Rasch models: Paper 3-
dc.description.abstractAccording to self-determination theory (Ryan & Deci, 2000), different types of motivation can be placed on a continuum according to the extent they reveal self-determination. From the least self-determined to the most self-determined motivation are (a) external regulation (doing a task for external monitoring), (b) introjected regulation (doing a task for approval from others), (c) identified regulation (doing a task for its importance), and (d) intrinsic regulation (doing a task for enjoyment or interest). Based on this theoretical framework, we developed a scale to measure teachers’ motivation in implementing project learning activity. The scale consisted of 20 items grouped in 4 subscales (i.e., external, introjected, identified and intrinsic). Confirmatory factor analysis on data from 182 Chinese teachers from eight secondary schools in Hong Kong supported the four-factor structure of the scale. Results of 1-dimensional Rasch analysis using the Winsteps programme suggested that the response categories functioned well and there was more than one dimension to the data. When the data were subjected to a 4-dimensional Rasch analysis using the Conquest programme, it was found that the data fitted the model well. Overall, the teacher motivation scale was found to be reliable and valid. This instrument provides important resources for the schools that implement project learning activity.-
dc.languageengen_US
dc.publisherInternational Test Commission.-
dc.relation.ispartofConference of the International Test Commissionen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleDevelopment and validation of teacher motivation scale in project learningen_US
dc.typeConference_Paperen_US
dc.identifier.emailCheng, RWY: rwycheng@hkusua.hku.hken_US
dc.identifier.emailLam, SF: lamsf@hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.description.naturepostprint-
dc.identifier.hkuros190328en_US
dc.identifier.spage60-
dc.identifier.epage60-
dc.description.otherThe 7th Conference of the International Test Commission: Challenges and Opportunities in Testing and Assessment in a Globalized Economy, Hong Kong, China, 19-21 July 2010. In Programme Book of the 7th Conference of the International Test Commission, 2010, p. 60, paper 3-

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