The adaptation of the chemistry motivation questionnaire and the investigation of the questionnaire?s structure reliability

This research?s aim is to research the validity and reliability of the chemistrymotivation questionnaire adapted to Turkish from science motivation questionnairedeveloped by Glynn et al. (2007) for measuring high school students? motivations tochemistry learning and to compare the inferior dimensions reached after investigatingTurkish adapted chemistry motivation questionnaire?s structure reliability with originalquestionnaire?s inferior dimensions.Four specialists who have advanced English grammar proficiency and arestudying on chemical education translated the questionnaire from English to Turkishapart from each other. And then the reached questionnaire was translated to Englishagain by a specialist working as a professional interpreter. The questionnaire reachedafter the translation compared with the original questionnaire and reached higherrelation.The questionnaire translated to Turkish by the specialists applied to the studentsin schools selected randomly in Ankara city throughout the average thirty minuteslesson hours on the base of willingness after taking required permissions from NationalEducation Ministry. The 1801 students came into existence from Ankara city?s eightdistricts? selected two each schools? ninth, tenth, eleventh, twelfth grades parted in theresearch.This research?s method is survey which is one of the quantitative analysismethods. The data reached after the application was analysed with SPSS package programmes.After the analysis? it is determined that the questionnaire is formed from fivefactors. These factors are intrinsic motivation, personal relevance, self efficacy, selfdetermination, assessment anxiety. This questionnaire would help educators to knowwhat kind of motivational components students are thinking when they are adapting tochemistry lesson and how they are adapting. So educators, knowing these motivationalcomponents, would design the lesson programs accordingly and try to improve theclass? atmosphere in this way; in the consequence of students? higher motivation, itwould be given a higher quality education.Key Words: Motivation, Intrinsic Motivation, Extrinsic Motivation,PersonalRelevance, Assessment Anxiety, Self-Determination, Self-Efficacy