Students’ Motivation to Learn Science Through Undergraduate -level Agricultural Coursework

Abstract

A profound need currently exists in the United States for increased student interest in science, technology, engineering, and mathematics (STEM) -based careers. Our study focused on how students conceptualized their motivation to learn contextualized science via agricultural science while viewed through the lens of both social cognitive theory (Bandura, 1986, 2001) and Azjen’s theory of planned behavior (1991). Our non-experimental, descriptive study focused on students enrolled in either an undergraduate-level animal science or plant science course. The questionnaire used for this study was a modified version of the Science Motivation Questionnaire II (SMQ II). The SMQ II has been found to have adequate content validity and criterion-related validity. The science motivation scales with the highest reported average mean scores were grade motivation, career motivation, and intrinsic motivation. The self-determination and self-efficacy scales received lower ratings from the students.