Toward a Tripartite Model of Research Motivation: Development and Initial Validation of the Research Motivation Scale

Abstract

An instrument designed to measure a 3-factor model of research motivation was developed and psychometrically examined in the present research. Participants were 437 graduate students in biology, chemistry/biochemistry, physics/astronomy, and psychology. A principal components analysis supported the retention of 20 items representing the 3-factor structure. Intrinsic Reward explained 32.19% of the variance in the data, followed by Failure Avoidance (15.84%), and Extrinsic Reward (7.49%). A follow-up confirmatory factor analysis indicated that the 3-factor model provided a better fit to the data than competing 1-, 2-, and 4-factor models. A nomological network of relations with academic achievement motivation, fear of failure, behavioral activation/inhibition sensitivity, and other constructs also revealed support for the measure's convergent and discriminant validity. Implications for theory and research in the achievement motivation and career development domains are discussed.

Career Assessment and Counseling for STEM: A Critical Review

“…Three publications with five measures focused on the research aspect of STEM education and work. Example measures include Research Motivation (Deemer, Martens, & Buboltz, 2010) and Research Self-Efficacy (Adedokun, Bessenbacher, Parker, Kirkham, & Burgess, 2013).…”

Advisory Relationship as a Moderator Between Research Self‐Efficacy, Motivation, and Productivity Among Counselor Education Doctoral Students

“…Research motivation specifically pertains to cognitive processes that are thought to drive graduate students to engage in research. Motivation is multidimensional: Individuals may have different reasons for accomplishing similar tasks (Deemer, Martens, & Buboltz, ). Deemer et al () proposed a tripartite model of research motivation in graduate students, suggesting that students could be driven by intrinsic, extrinsic, or failure avoidance motivation.…”

Examination of Scientific Research Motivation and Methodological Paradigms of ICT Oriented Young Education Researchers

“…SDT temelinde Deemer, Martens ve Buboltz (2010) bireyin neden bilimsel araştırmaya yöneldiğini daha iyi anlamak için üç boyutlu bir araştırma motivasyonları modeli geliştirmiş ve test etmişlerdir. Biyoloji, kimya, fizik ve psikoloji alanlarından 437 lisansüstü öğrencisiyle yapılan araştırmada bilimsel araştırma motivasyonlarına ilişkin 20 madde temel bileşenler analizi ve faktör analizine tabii tutulmuştur.…”