Short-version of Learning Motivation Scale (SvLM), a measurement used in class

The short-version of learning motivation (SvLM) was rewritten according to students’ motivation towards science learning (SMTSL) of Tuan, Chin, and Shieh (2005). The examples of items in this scale are “When I find the content difficult, I always try to learn it” and “I feel most fulfilled when I feel confident about the content.”

This short-version of learning motivation scale consists of 5 dimensions, which are (1) Self-efficacy, (2) Active learning strategies, (3) Science Learning Value, (4) Achievement goal, and (5) Learning environment stimulation

This measurement was initially tested before the first use. Cronbach’s Alpha is .754. KMO is .669. Determinant Value is .010. Extraction is ranged from .326 to .818. And Correlation between items is ranged from .000 to .752.

I tested this by using 4-point Likert scale.

1 = Disagree
2 = Somewhat Disagree
3 = Somewhat Agree
4 = Agree

Dimension A = Self-efficacy
Dimension B = Active learning strategies
Dimension C = Science Learning Value
Dimension D = Achievement goal
Dimension E = Learning environment stimulation

A1 Whether the content is difficult or easy, I am sure that I can understand it.
A2 When I find the content difficult, I always try to learn it.
A3 During class activities, I prefer to ask other people for the answer rather than think for myself.
B1 When learning new topics, I connect them to my previous experiences.
B2 When I am confused, I would discuss with the teacher or other students to clarify my understanding.
B3 When I make a mistake, I try to find out why.
C1 I think that knowledge and academic skills are important because I can use it in my daily life.
C2 Class activities are important because I can learn to solve problems.
C3 It is important to participate in inquiry activities.
D1 I feel most fulfilled when I feel confident about the content.
D2 During the course, I feel most fulfilled when I am able to solve a difficult problem.
D3 During the course, I feel most fulfilled when the teacher or classmates accept my ideas.
E1 Fan activities in class make the content more exciting.
E2 Assignments with fan activities are challenging.
E3 Fan activities help improve my class involvement.

Please feel free to use this scale or measurement in your research studies, but you just need to cite it correctly.
1) Arunrangsiwed, P., Komolsevin, R., & Beck, C. S. (2017). Fan Activities as Tools to Improve Learning Motivation. Suan Sunandha Rajabhat University Journal of Management Science, 4(2), 16-32.
2) Arunrangsiwed, P. (2018). Fan Activities as Tools to Improve Learning Motivation (Doctoral dissertation, Bangkok University).
3) Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639-654.