Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach

Ting Dai; Kuan Xing; Avi Kaplan; Jennifer G. Cromley; Kyle R. Mara; Tony Perez

doi:10.1002/ase.2544

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Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach

Journal article

Open access

Peer reviewed

Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach

Ting Dai, Kuan Xing, Avi Kaplan, Jennifer G. Cromley, Kyle R. Mara and Tony Perez

Anatomical sciences education, Vol.18(8), pp.825-837

08/2025

DOI: 10.1002/ase.2544

PMCID: PMC12319386

PMID: 39757139

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Abstract

Educational and psychological research often involves comparing motivation across groups. It is critical to ensure that observed differences in motivation are true variations by group, not due to measurement biases. With a diverse sample of undergraduate students ( N = 2200), this study measured internal consistency and gathered validity evidence based on the internal structure of five motivation scales. To compare motivation for biology between groups of undergraduate students, this study tested for measurement scalar invariance by group and, accordingly, conducted latent factor mean comparisons to understand true group differences. On average, female students held lower expectancy beliefs and self‐efficacy for biology learning than males. Female students perceived higher attainment value and utility value for biology learning and higher psychological cost. First‐generation college students held lower expectancy beliefs and self‐efficacy but perceived higher attainment value for biology learning than continuing‐generation students. No differences in average motivation for biology learning were found between underrepresented racial minority (URM) and non‐URM students. The implications of these findings and future research directions are also discussed.

academic motivation

achievement motivation

confirmatory factor analysis

first-generation college students

group differences

measurement invariance

STEM motivation

Details

Title: Subtitle: Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach
Creators: Ting Dai - University of Illinois Chicago
Kuan Xing - University of Iowa
Avi Kaplan - Temple University
Jennifer G. Cromley - University of Illinois Urbana-Champaign
Kyle R. Mara - University of Southern Indiana
Tony Perez - Old Dominion University
Resource Type: Journal article
Publication Details: Anatomical sciences education, Vol.18(8), pp.825-837
DOI: 10.1002/ase.2544
PMID: 39757139
PMCID: PMC12319386
NLM abbreviation: Anat Sci Educ
ISSN: 1935-9772
eISSN: 1935-9780
Publisher: WILEY
Grant note: Institute of Education Sciences: R305A140602 Institute of Education Sciences, U.S. Department of Education
Special thanks to all study participants, instructors, and research assistants who provided help with data collection. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A140602. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Language: English
Electronic publication date: 01/05/2025
Date published: 08/2025
Academic Unit: Family and Community Medicine; Office of Consultation and Research in Medical Education
Record Identifier: 9984772245202771

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