Development of Two easures of Learner Motivation olpcorps发展学习者的学习动机两个措施olpcorps.docVIP

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Development of Two easures of Learner Motivation olpcorps发展学习者的学习动机两个措施olpcorps.doc

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Development of Two easures of Learner Motivation olpcorps发展学习者的学习动机两个措施olpcorps

Development of Two Measures of Learner Motivation John KellerFlorida State University Notice This is a partial draft of a manuscript in progress. It contains sufficient information about two situational measures of the motivation to learn to allow you to make use of them. These are copyrighted instruments. Please contact the author for permission to use them. There is no fee if they are used for research, but there are conditions that apply to their use. For further information, contact John Keller at arcsman@comcast.net. Introduction The purpose of this study was to develop and validate two motivational measurement instruments. The first instrument, called the Course Interest Survey (CIS), was designed to measure students reactions to classroom instruction. The second, called the Instructional Materials Motivation Survey (IMMS), was designed to measure students motivational reactions to self-directed instructional materials. Both surveys are situational measure of students motivation to learn with reference to a specific learning condition such as an instructor-facilitated learning environment (the CIS), a self-paced print module (the IMMS), or a self-directed e-learning course. Furthermore, they were designed to be in correspondence with a theoretical foundation represented by a specific model of learner motivation which is called the ARCS Model (Keller, 1987a, 1987b). This theory is derived from the current literature on human motivation (Keller, 1979, 1983, 1999); hence, many of the items in the CIS are similar in intent (but not in wording) to items in established measures of psychological constructs such as need for achievement, locus of control, and self-efficacy, to mention three examples. As situational instruments, the CIS and IMMS are not intended to measure students generalized levels of motivation toward school learning (i.e. they are not trait- or construct-type measures). The goal with these instruments is to find out how motivated students are,