2017 Conference Archive (Archived)
Relative Autonomy Index in Science Classes: An Examination of Student Motivation
Session Format
Conference Session (20 minutes)
Copyright
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Location
Room 212
Abstract for the conference program
The purpose of the research study was to modify the Self-Regulation Questionnaire (SRQ, Ryan & Connell, 1989), a well-researched instrument used to examine motivation, to compute a Relative Autonomy Index (RAI) and determine the reliability of the instrument, align findings with theory and examine whether the increase in RAI correlate with the predicted academic performance by students enrolled in Human Anatomy and Physiology, Principles of Chemistry and Organic chemistry classes during fall 2014 and spring 2015 semesters. The 24-question survey was administered at the beginning and end of each of two consecutive semesters. One class in each section was also administered a mid-semester survey to confirm the test-retest reliability data. Based on a sample of 1,305 respondents (response rate 73%), the instrument’s internal consistency reliability was measured at .87, and the test-retest reliability of the instrument was .82 and was found to be psychometrically-sound. Additionally, further correlational analyses demonstrated the quasi-simplex nature expected of the RAI, which supported the theoretical continuum proffered by RAI with those motivational styles that are closest on the continuum having the highest correlations with one another, and those motivational styles that are furthest on the continuum having the lowest correlations with one another. 1:00 - 2:00 p.m.
Proposal Track
Research Project
Start Date
3-4-2017 1:30 PM
End Date
3-4-2017 2:00 PM
Recommended Citation
Sturges, Diana, "Relative Autonomy Index in Science Classes: An Examination of Student Motivation" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 58.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/58
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Relative Autonomy Index in Science Classes: An Examination of Student Motivation
Room 212
The purpose of the research study was to modify the Self-Regulation Questionnaire (SRQ, Ryan & Connell, 1989), a well-researched instrument used to examine motivation, to compute a Relative Autonomy Index (RAI) and determine the reliability of the instrument, align findings with theory and examine whether the increase in RAI correlate with the predicted academic performance by students enrolled in Human Anatomy and Physiology, Principles of Chemistry and Organic chemistry classes during fall 2014 and spring 2015 semesters. The 24-question survey was administered at the beginning and end of each of two consecutive semesters. One class in each section was also administered a mid-semester survey to confirm the test-retest reliability data. Based on a sample of 1,305 respondents (response rate 73%), the instrument’s internal consistency reliability was measured at .87, and the test-retest reliability of the instrument was .82 and was found to be psychometrically-sound. Additionally, further correlational analyses demonstrated the quasi-simplex nature expected of the RAI, which supported the theoretical continuum proffered by RAI with those motivational styles that are closest on the continuum having the highest correlations with one another, and those motivational styles that are furthest on the continuum having the lowest correlations with one another. 1:00 - 2:00 p.m.
