Construct Development, Scale Creation, and Process Analysis
Measuring Motivation
Operational Definitions
Items Used to Sample the Domain
The 5 items used to the sample domain will be:
1) Learning Issues
2) Positive/negative Reinforcement
3) Social Challenges
4) Parental Engagement
5) Teacher Encouragement
Method of Scaling Appropriate for the Domain
The age of the participants involved are significant in choosing the appropriate method for the domain. It is important that the scaling method address age, language and cultural barriers. An appropriate scaling method to measure the motivation for learning among children 8 to 13 years of age is the ratings scale Morally Database Behaviors Scale-Revised (MDBS-R). Test takers are able to express their opinion on a 10-point scale based on the test takers strength of an attitude or emotion. The students are able to answer questions based on the items used to sample the domain. The MDBS-R is able to take several forms with the ability to record “judgments of oneself, others, experiences, or objects” Cohen, Swerdlik & Sturman, 2018).
Justification of Selection of Scaling Method
The use of the MDBS-R provides the flexibility to work with students in the age category based on level of comprehension. For the younger children or children that may face language barriers, the rating scale can take several forms. Illustrations using “Smiley” faces. The items measured are based on moral issues regarding opinions. The information is used to access the strength the students’ belief and convictions of their motivation to learn. Also, the different forms of this rating scales addresses the educational and comprehension level based on the ages of the children. Children at the age of 13 are far more advanced than children 8 years of age. Illustrations such as facial expression provide younger children to express their attitude towards motivation and more advance children may express themselves in a more advanced measurement scale.
Instrument to Query Respondents
Justification for Interview v. Self-Report Instrument
This particular instrument would be an interview instrument. An interview instrument would allow for less bias than a self-reporting instrument. A highly trained professional would administer the instrument to measure motivation and would record observations in the notated boxes. An interview instrument would allow for some structure; meaning that the responses are rigid and allow for little open-ended responses. However, interview instruments also allow some open-ended responses (Cohen & Swerdlik, 2018) that will allow for a deeper look into processes.
Norming the Instruments and Reliability Measures Used-
Motivation can be viewed as naturally rewarding due to the person liking the activity or task, there may be a reward to earn such as an edible item or personal free time given as well as a response cost attached to non-participation such as a punishment of losing a desired item or activity. When we are looking at norming the instrument; this involves us turning the idea of motivation into a system of reinforcement within structured areas of the classroom setting. When students are offered homework passes or other items of motivation; will they complete the structured activity to a degree which shows their ability as well as the desired level of extrinsic or intrinsic motivation or will the response cost be motivating enough to measure the motivation among students who otherwise would not complete tasks (extrinsic motivation). Utilizing test-retest reliability we can measure the behavior relative to motivation by comparing the results of two or more tasks to identify reliability in the results.
Number of People Participating
The structure of the setting will be measured in a public school-aged child classroom which consists of 24 students participating.
Characteristics of Respondents
Motivation plays an important part in the learning situations since it helps a learned develop positive attitudes towards particular subjects. Intrinsic and extrinsic motivations are necessary to improve the performance of children in public schools. The purpose of measuring motivation levels is to determine how motivations affect the performance of learner’s especially middle-aged children in public schools (Maiorana & Ntoumanis, 2017). To facilitate the assessment for motivations, the respondents are expected to meet the needed characteristics to make the evaluation effective.
In this case, the characteristics of the respondents are, the learner should be in an elementary school meaning in the category of six or eight grades. Secondly have an average of eleven years, both genders are involved in the assessment and lastly, the student should be from common ethnic groups. In the motivation assessment, elementary schools are vital in this exercise since the exercise is made for middle-aged children. Besides that, the participation of both genders will ensure clear results are obtained.
Whom the Instrument would be Generalized
The instrument would be used to measure motivation of students to learn within a public school in the United States. The instrument would be generalized to fit the general psychological development stage of growing children. The instrument would also be generalized to ensure that it does not appeal more favorably to urban versus rural populations. Furthermore, the instrument would not be culturally biased to influence responses based on ethnicity or race, as well as socioeconomic background. The instrument would be used to measure school aged children, ages 8-13, in terms of motivation to learn, taking into account the varying disorders that are present in public schools across the nation.
Establishing Validity
Methods Used for Item Selection
All of the items listed for sampling can one way or another affect a child’s motivation in school whether it be the lack of reward for doing a good job, learning issues that are likely out of the control of the child, as well as parents who are not engaged with helping their children during homework time. While all five items may not apply to all participants it is likely that each will struggle with one or more of the sampling items. Many students have at one point or another struggled in school whether it be a specific subject they don’t understand, have had bad experiences and/or outcomes with taking tests in the past, and possibly low self-esteem which leads them to believe that they are unable to complete their work as required. Positive reinforcement can be a good way to elicit motivation in a child (Cozby & Bates, 2015). Many children are motivated by tangible rewards whether it be ice cream for a good grade or a new game or toy that they have been asking for.
Cut-Off Scores
Evaluation of Item Selection
References
Cohen, R. J., Swerdlik, M. E, & Sturman, E. D. (2018). Psychological testing and assessment:
An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill.
Cozby, P.C. & Bates, S.C. (2015). Methods in behavioral research (12th ed.).
New York, NY: McGraw-Hill.
Maiorana, A., & Ntoumanis, N. (2017). Physical activity in patients with cardiovascular disease: challenges in measurement and motivation. Heart, Lung and Circulation, 26(10), 1001-1003.
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