Motivation in Reading Primary Scientific Literature: a questionnaire to assess student purpose and efficacy in reading disciplinary literature
Abstract
A growing body of literature shows that Primary Scientific Literature (PSL) is a valuable and useful tool for STEM. Current assessments measuring the success of PSL-based interventions focus mainly on specific scientific content and/or the specific scientific skills students learn. We believe that the underlying motivation students consider while learning to read PSL is equally important to assess. We present ‘Motivation in Reading Primary Scientific Literature,’ a 19 item novel questionnaire based on student purpose for reading PSL and student efficacy for reading PSL. Exploratory and confirmatory factor analyses (EFA and CFA) were performed on data collected from students enrolled in introductory Biology courses (n = 411 for EFA and n = 325 CFA). Results confirmed 19 items that can be used to measure student motivation in reading PSL through four subscales: (1) expectancy-value, (2) self-efficacy, (3) performance/competence and (4) interest. Preliminary external validity of the Motivation in Reading PSL questionnaire verified differences (p < .05) in students’ motivation between one control and two treatment groups after a one-semester PSL-based intervention. These findings suggest that our questionnaire can be used by instructors who implement PSL-based interventions and would like a more comprehensive understanding of how their students approach reading PSL.
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There are differences in students' levels of interest and perceived utility for reading PSL.
“For instance, many students report reading PSL for extrinsic reasons, for example, reading PSL to identify answers to homework assignments and to prepare for examinations, although there are differences in students’ levels of interest and perceived utility for reading PSL (Hubbard and Dunbar, 2017; Chatzikyriakidou and McCartney, 2022).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Chatzikyriakidou and McCartney, 2022
PSL-based interventions in single courses have been shown to change students' motivations and interests in reading PSL.
“Indeed, PSL-based interventions in single courses have been shown to change students’ motivations and interests in reading PSL (Chatzikyriakidou and McCartney, 2022).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Chatzikyriakidou and McCartney, 2022
Many students report reading PSL for extrinsic reasons, for example, reading PSL to identify answers to homework assignments and to prepare for examinations.
“For instance, many students report reading PSL for extrinsic reasons, for example, reading PSL to identify answers to homework assignments and to prepare for examinations, although there are differences in students’ levels of interest and perceived utility for reading PSL (Hubbard and Dunbar, 2017; Chatzikyriakidou and McCartney, 2022).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Chatzikyriakidou and McCartney, 2022
Past work has shown that asking students to read PSL without guidance and structure may lead to negative impacts on student attitudes.
“Given that past work has shown that asking students to read PSL without such guidance and structure may lead to negative impacts on student attitudes (Chatzikyriakidou and McCartney, 2022)”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Chatzikyriakidou and McCartney, 2022
Cites
Carlone, H. B., & Johnson, A. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20237 · Cited by 2,433 · see citing works
Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory
Hoskins, S. G., Stevens, L. M., & Nehm, R. H. (2007) · Genetics · doi:10.1534/genetics.107.071183 · Cited by 220 · see citing works
Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011) · CBE—Life Sciences Education · doi:10.1187/cbe.11-03-0027 · Cited by 207 · see citing works
Gottesman, A. J., & Hoskins, S. G. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-11-0201 · Cited by 123 · cited 2× · see citing works
“PSL has also been shown to promote the development of creativity through study design assignments (Gottesman et al., 2013; Hoskins et al., 2007).”
BackgroundRound, J. E., & Campbell, A. M. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.11-07-0057 · Cited by 110 · see citing works
Hubbard, K. E., & Dunbar, S. D. (2017) · PLoS ONE · doi:10.1371/journal.pone.0189753 · Cited by 108 · cited 3× · see citing works
“Recent work has started to investigate differences between novice and expert PSL readers and how these differences can be used to inform pedagogical implementations of PSL in classrooms (Hubbard & Dunbar, 2017; Lennox et al., 2020; Nelms et al., 2019).”
BackgroundUsing Primary Literature to Teach Science Literacy to Introductory Biology Students
Krontiris-Litowitz, J. (2013) · Journal of Microbiology & Biology Education · doi:10.1128/jmbe.v14i1.538 · Cited by 62 · see citing works
Sato, B. K., Kadandale, P., He, W., Murata, P. M. N., Latif, Y., & Warschauer, M. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.14-02-0025 · Cited by 58 · see citing works
Teaching students to read the primary literature using pogil activities
Murray, T. A. (2014) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.20765 · Cited by 52 · see citing works
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Goudsouzian, L. K., & Hsu, J. L. (2023) · CBE - Life Sciences Education · doi:10.1187/cbe.22-10-0211 · Cited by 26 · see citing works
“For instance, many students report reading PSL for extrinsic reasons, for example, reading PSL to identify answers to homework assignments and to prepare for examinations, although there are differences in students’ levels of interest and perceived utility for reading PSL (Hubbard and Dunbar, 2017; Chatzikyriakidou an…”
BackgroundInfluential
- Authors
- Chatzikyriakidou, K., & McCartney, M.
- Affiliations
- Florida International University (US)
- Corresponding author
- Chatzikyriakidou, Kyriaki
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2022-05-19
- Volume
- 44
- Issue
- 8
- Pages
- 1230-1250
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W4280583264
- Cited by
- 10
- References
- 9
- Citations by year
- 2025: 1 · 2024: 7 · 2023: 1 · 2022: 1
- FWCI
- 5.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- reading scientific literature, student motivation, self-efficacy, expectancy value, interest, questionnaire development, introductory biology, STEM education
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