Motivation to learn Biology: Adaptation and validation of a Science Motivation Questionnaire with Slovene secondary school students

Abstract

Motivation for biology can be considered as one of the most important factors
influencing the teaching and learning of biology. Thus, the main objectives of this
research were to test the validity of an instrument that measures students'
motivation for the subject of biology, and to determine the situational motivation
of Slovenian secondary school students for learning biology. Based on 516
completed web questionnaires filled in by various secondary school students from
Slovenia, we came to the following conclusions. By applying non-parametric tests,
we concluded that there were certain statistical differences between genders and
between students from different secondary schools and regions when it came to
motivation for studying biology. First-year students are more concerned with
assessing knowledge. Those from the fourth year, on the other hand, are more
interested in the knowledge they have acquired rather than the grade they have
achieved. They also considered knowledge in biology as important for their life
and thus for their career. The factor analysis yielded a structure different from the
theoretical constructs. The responses of Slovenian secondary school students
formed five factors for the motivation to learn biology: (1) intrinsic motivation and
personal importance, (2) anxiety about assessment tasks, (3) self-efficacy in
assessments, (4) career motivation and (5) responsibility. This information could
be useful for teachers and researchers to promote motivation for the discipline and
subject of biology. A lack of motivation in science can hinder science and science
literacy, which is necessary for responsible decision-making and behaviour and in
choosing a career in science.