The Science Motivation Questionnaire II (SMQ II) was developed to measure aspects of student motivation in college-level science courses. Items on the SMQ II are structured such that the word ‘science’ can be replaced with any discipline title (e.g., chemistry) to produce a discipline-specific measure of student motivation. Since its original development as the Science Motivation Questionnaire and subsequent refinement, the SMQ II and its discipline-specific variants have been used in a number of science education studies. However, many studies have failed to produce acceptable validity evidence for their data based on the proposed internal structure of the instrument. This study investigated if modifications could be made to the SMQ II such that it produces consistent structural evidence across its use in various forms. A modified SMQ II (mSMQ II) was tested with wording variants (‘science’ and ‘biology’ or ‘chemistry’) in general biology and in preparatory and general chemistry courses at several institutions. Exploratory and confirmatory factor analysis were used to cull problematic items and evaluate the structure of the data based on the relations posited by the SMQ II developers. While extensive revisions resulted in acceptable data model fit for the five-factor structural models in most course and wording conditions, significant issues arose for the single-factor scales. Therefore, potential users are cautioned about the utility of the SMQ II or its variants to support the evaluation of classroom practices. A reflective review of the theoretical underpinnings of the SMQ II scales call into question the original framing of the scales and suggests potential alternatives for consideration.

中文翻译：

---

修改科学动机调查表II（mSMQ II）内部结构的证据调查：尝试改进跨课程，主题和措辞变体的仪器功能的尝试

制定了《科学动机调查表II》（SMQ II）来衡量大学科学课程中学生动机的各个方面。SMQ II上的项目的结构使得“科学”一词可以用任何学科名称代替（例如，（化学）以产生特定学科的学生动机度量。自从最初发展为《科学动机调查表》并进行了完善之后，SMQ II及其特定学科的变体已用于许多科学教育研究中。但是，许多研究未能根据所建议的仪器内部结构为其数据提供可接受的有效性证据。这项研究调查了是否可以对SMQ II进行修改，以使其在以各种形式使用时产生一致的结构证据。修改后的SMQ II（mSMQ II）已在普通生物学以及一些机构的预备和普通化学课程中用措词变体（“科学”和“生物学”或“化学”）进行了测试。探索性和验证性因素分析用于剔除有问题的项目，并根据SMQ II开发人员所建立的关系来评估数据的结构。尽管进行了广泛的修订，使大多数过程和措辞条件下的五因素结构模型都可以接受可接受的数据模型，但单因素量表却出现了重大问题。因此，提醒潜在用户注意SMQ II或其变体的实用性，以支持对课堂实践的评估。对SMQ II量表的理论基础进行反思性回顾，使人们对量表的原始框架提出了质疑，并提出了可供考虑的替代方案。尽管进行了广泛的修订，使大多数过程和措辞条件下的五因素结构模型都可以接受可接受的数据模型，但单因素量表却出现了重大问题。因此，提醒潜在用户注意SMQ II或其变体的实用性，以支持对课堂实践的评估。对SMQ II量表的理论基础进行反思性回顾，使人们对量表的原始框架提出了质疑，并提出了可供考虑的替代方案。尽管进行了广泛的修订，使大多数过程和措辞条件下的五因素结构模型都可以接受可接受的数据模型，但单因素量表却出现了重大问题。因此，提醒潜在用户注意SMQ II或其变体的实用性，以支持对课堂实践的评估。对SMQ II量表的理论基础进行反思性回顾，使人们对量表的原始框架提出了质疑，并提出了可供考虑的替代方案。