Nonscience majors learning science: A theoretical model of motivation

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Science Motivation Questionnaire: Construct Validation With Nonscience Majors (2009, background): “A follow-up study (Glynn et al., 2007) with nonscience majors provided additional evidence of the reliability of the Science Motivation Questionnaire items: The Cronbach coefficient alpha was 0.”
Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “…theory, which states that beliefs about one’s ability to succeed are expectancy beliefs, whereas beliefs about the extent to which the task is useful, enjoyable, or relates to one’s self-image are value beliefs (Glynn, Taasoobshirazi, and Brickman 2007; Palmer 2007; Phillips 2007a; Weiner 1979).”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, background): “Heyworth (1999) observed this when he asked 12 highschool students to ‘‘think-aloud’’ as they solved a stoichiometry problem.”
Science motivation questionnaire II: Validation with science majors and nonscience majors (2011, background): “Unfortunately, recent surveys reveal that many citizens in the United States lack scientific literacy: They cannot provide correct answers to basic questions about scientific facts and do not reason well about scientific issues (National Science Board, 2008).”