| The purpose of this study is to add to what we know about the affective domain and to create a valid instrument for future studies. The Motivation to Learn Science (MLS) Inventory is based on Krathwohl’s Taxonomy of Affective Behaviors (Krathwohl et al., 1964).;The results of the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) demonstrated that the MLS Inventory is a valid and reliable instrument. Therefore, the MLS Inventory is a uni-dimensional instrument composed of 9 items with convergent validity (no divergence). The instrument had a high Chronbach Alpha value of .898 during the EFA analysis and .919 with the CFA analysis. Factor loadings on the 9 items ranged from .617 to .800. Standardized regression weights ranged from .639 to .835 in the CFA analysis. Various indices (RMSEA = .033; NFI = .987; GFI = .985; CFI = 1.000) demonstrated a good fitness of the proposed model.;Hierarchical linear modeling was used to statistical analyze data where students' motivation to learn science scores (level-1) were nested within teachers (level-2). The analysis was geared toward identifying if teachers’ use of affective behavior (a level-2 classroom variable) was significantly related with students’ MLS scores (level-1 criterion variable). Model testing proceeded in three phases: intercept-only model, means-as-outcome model, and a random-regression coefficient model. The intercept-only model revealed an intra-class correlation coefficient of .224 with an estimated reliability of .726. Therefore, data suggested that only 22.4% of the variance in MLS scores is between-classes and the remaining 77.6% is at the student-level. Due to the significant variance in MLS scores, X2(62.756, p<.0001), teachers’ TAB scores were added as a level-2 predictor. The regression coefficient was non-significant (p>.05). Therefore, the teachers’ self-reported use of affective behaviors was not a significant predictor of students’ motivation to learn science. |
