The Development of the Motivation for Critical Reasoning in Online Discussions Inventory (MCRODI)

REFERENCES

• Alexander , P. A. , Jetton , T. L. and Kulikowich , J. M. 1995 . Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning . Journal of Educational Psychology , 87 : 559 – 575 .
   Web of Science ®Google Scholar
• Ames , C. and Archer , J. 1988 . Achievement goals in the classroom: Students' learning strategies and motivational processes . Journal of Educational Psychology , 80 : 260 – 267 .
   Web of Science ®Google Scholar
• Bandura , A. 1997 . Self-efficacy: The exercise of control , New York : Freeman .
   Google Scholar
• Battle , E. S. 1965 . Motivational determinants of academic task persistence . Journal of Personality and Social Psychology , 2 : 209 – 218 .
   PubMed Web of Science ®Google Scholar
• Brophy , J. 2004 . Motivating students to learn , Mahwah, NJ : Erlbaum .
   Google Scholar
• Bullen , M. 1998 . Participation and critical thinking in online university distance education . Journal of Distance Education , 13 ( 2 ) : 1 – 32 .
   Google Scholar
• Cattell , R. B. 1966 . The scree test for the number of factors . Multivariate Behavioral Research , 1 : 245 – 276 .
   PubMed Web of Science ®Google Scholar
• Cho , K. and Jonassen , D. H. 2002 . The effects or argumentation scaffolds on argumentation and problem solving . Educational Technology Research and Development , 50 ( 3 ) : 5 – 22 .
   Web of Science ®Google Scholar
• Costello, A. B., and J. W. Osborne. 2005. Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation 10 (7) http://pareonline.net/getvn.asp?v=10&n=7
   Google Scholar
• Crandall , V. J. , Katkovsky , W. and Preston , A. 1962 . Motivational and ability determinants of young children's intellectual achievement behavior . Child Development , 33 : 643 – 661 .
   PubMed Web of Science ®Google Scholar
• Crossley , M. L. and Mubarik , A. 2002 . A comparative investigation of dental and medical students' motivation towards career choice . Education , 193 : 471 – 473 .
   Google Scholar
• Darlington, R. B. 1997. Factor analysis http://comp9.psych.cornell.edu/Darlington/factor.htm
   Google Scholar
• Deci , E. and Ryan , R. 1994 . Promoting self-determined education . Scandinavian Journal of Educational Research , 38 : 3 – 14 .
   Google Scholar
• Duphorne , P. L. and Gunawardena , C. N. 2005 . The effect of three computer conferencing designs on critical thinking skills of nursing students . The American Journal of Distance Education , 19 ( 1 ) : 37 – 50 .
   Google Scholar
• Dweck , C. 1999 . Self-theories: Their role in motivation, personality, and development , Philadelphia : Taylor & Francis .
   Google Scholar
• Dweck , C. and Leggett , E. 1988 . A social–cognitive approach to motivation and personality . Psychological Review , 95 : 256 – 273 .
   Web of Science ®Google Scholar
• Eccles , J. and Wigfield , A. 1985 . “ Teacher expectations and student motivation ” . In Teacher expectancies , Edited by: Dusek , J. 185 – 226 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Facione , P. A. and Facione , N. C. 1992 . The California Critical Thinking Dispositions Inventory , Millbrae, CA : California Academic Press .
   Google Scholar
• Facione , P. A. , Sanchez , C. A. , Facione , N. C. and Gainen , J. 1995 . The disposition toward critical thinking . Journal of General Education , 4 ( 2 ) : 1 – 25 .
   Google Scholar
• Feather , N. 1982 . Expectations and actions , Hillsdale, NJ : Erlbaum .
   Google Scholar
• Garrison , D. R. , Anderson , T. and Archer , W. 2000 . Critical inquiry in a text-based environment: Computer conferencing in higher education . The Internet and Higher Education , 2 ( 2–3 ) : 87 – 105 .
   Google Scholar
• Garrison , D. R. , Anderson , T. and Archer , W. 2001 . Critical thinking, cognitive presence, and computer conferencing in distance education . The American Journal of Distance Education , 15 ( 1 ) : 7 – 23 .
   Google Scholar
• Gorsuch , R. L. 1983 . Factor analysis , 2nd , Hillsdale, NJ : Erlbaum .
   Google Scholar
• Grant , H. and Dweck , C. 2003 . Clarifying achievement goals and their impact . Journal of Personality and Social Psychology , 85 : 541 – 553 .
   PubMed Web of Science ®Google Scholar
• Gunawardena , C. N. , Lowe , C. A. and Anderson , T. A. 1997 . Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing . Journal of Educational Computing Research , 17 : 397 – 431 .
   Web of Science ®Google Scholar
• Henri , F. 1992 . “ Computer conferencing and content analysis ” . In Collaborative learning through computer conferencing , Edited by: Kaye , A. R. 117 – 136 . Berlin : Springer-Verlag .
   Google Scholar
• Hewitt , B. L. 2000 . Characteristics of interactive oral and computer-mediated peer group talk and its influence on revision . Computers and Composition , 17 : 265 – 288 .
   Google Scholar
• Jeong , A. 2003 . The sequential analysis of group interaction and critical thinking in online threaded discussions . The American Journal of Distance Education , 17 ( 1 ) : 25 – 43 .
   Google Scholar
• Kaiser , H. F. 1960 . The application of electronic computers to factor analysis . Educational and Psychological Measurement , 20 : 141 – 151 .
   Web of Science ®Google Scholar
• Khine , M. S. , Yeap , L. L. and Lok , A. T. C. 2003 . The quality of message ideas, thinking and interaction in an asynchronous CMC environment . Educational Media International , 40 : 115 – 126 .
   Google Scholar
• Klemm , W. R. 2000 . “ What's wrong with online discussions and how to fix it ” . In Proceedings of the WebNet 2000 World Conference on the World Wide Web and Internet , San Antonio, TX : ERIC Document 448755 .
   Google Scholar
• Kuhn , D. , Shaw , V. and Felton , M. 1997 . Effects of dyadic interaction on argumentive reasoning . Cognition and Instruction , 15 : 287 – 315 .
   Web of Science ®Google Scholar
• Lepper , M. R. and Henderlong , J. 2000 . “ Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic vs. extrinsic motivation ” . In Intrinsic and extrinsic motivation: The search for optimal motivation and performance , Edited by: Sansone , C. and Harackiewicz , J. M. 257 – 307 . San Diego, CA : Academic .
   Google Scholar
• Martin , A. , Marsh , H. and Debus , R. 2001 . Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective . Journal of Educational Psychology , 93 : 87 – 102 .
   Web of Science ®Google Scholar
• McLoughlin, C., and J. Luca. 2000. Cognitive engagement and higher order thinking through computer conferencing: We know why but do we know how? In Flexible futures in tertiary teaching. Proceedings of the ninth annual Teaching and Learning Forum, ed. A. Herrmann and M. M. Kulski http://lsn.curtin.edu.au/tlf/tlf2000/contents.html
   Google Scholar
• Mundfrom , D. J. , Shaw , D. G. and Ke , T. 2005 . Minimum sample size recommendations for conducting factor analyses . International Journal of Testing , 5 : 159 – 168 .
   Google Scholar
• Newman , D. R. , Webb , B. and Cochrane , C. 1995 . A content analysis method to measure critical thinking in face-to-face and computer supported group learning . Interpersonal Computing and Technology Journal , 3 ( 2 ) : 56 – 77 .
   Google Scholar
• Nunnally , J. C. 1978 . Psychometric theory , 2nd , New York : McGraw-Hill .
   Google Scholar
• Pajares , F. 1996 . Self-efficacy beliefs in academic settings . Review of Educational Research , 66 : 543 – 578 .
   Web of Science ®Google Scholar
• Pajares , F. and Schunk , D. H. 2005 . “ Self-efficacy and self-concept beliefs: Jointly contributing to the quality of human life ” . In International advances in self research , Edited by: Marsh , H. , Craven , R. and McInerney , D. Vol. 2 , 95 – 121 . Greenwich, CT : Information Age Publishing .
   Google Scholar
• Pintrich , P. R. and De Groot , E. V. 1990 . Motivation and self-regulated learning components of classroom academic performance . Journal of Educational Psychology , 82 : 33 – 40 .
   Web of Science ®Google Scholar
• Seaton , W. J. 1993 . Computer-mediated communication and student self-directed learning . Open Learning , 8 ( 2 ) : 49 – 54 .
   Google Scholar
• Seligman , M. E. P. , Nolen-Hoeksema , S. , Thornton , N. and Thornton , K. M. 1990 . Explanatory style as a mechanism of disappointing athletic performance . Psychological Science , 1 : 143 – 146 .
   Web of Science ®Google Scholar
• Somuncuoglu , Y. and Yildirim , A. 1999 . Relationship between achievement goal orientations and use of learning strategies . Journal of Educational Research , 92 : 267 – 277 .
   Web of Science ®Google Scholar
• Tabachnick , B. G. and Fidell , L. S. 2001 . Using multivariate statistics , 4th , Needham Heights, MA : Allyn & Bacon .
   Google Scholar
• Volet , S. and Jarvela , S. 2001 . Motivation in learning contexts: Theoretical and methodological implications , London : Pergamon/Elsevier .
   Google Scholar
• Wigfield , A. and Eccles , J. 1992 . The development of achievement task values: A theoretical analysis . Developmental Review , 12 : 265 – 310 .
   Web of Science ®Google Scholar
• Wigfield , A. and Eccles , J. 2000 . Expectancy-value theory of achievement motivation . Contemporary Educational Psychology , 25 : 68 – 81 .
   PubMed Web of Science ®Google Scholar
• Yildiz , S. and Bichelmeyer , B. A. 2003 . Exploring electronic forum participation and interaction by EFL speakers in two Web-based graduate-level courses . Distance Education , 24 : 175 – 193 .
   Google Scholar