@article{KwarikundaSchiefeleSsenyongaetal.2020,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Ssenyonga, Joseph and Muwonge, Charles Magoba},
  title     = {The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda},
  series = {African Journal of Research in Mathematics, Science and Technology Education},
  volume    = {24},
  journal   = {African Journal of Research in Mathematics, Science and Technology Education},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1811-7295},
  doi       = {10.1080/18117295.2020.1841961},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-605353},
  pages     = {435 -- 446},
  year      = {2020},
  abstract  = {Motivation and interest affect students' learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students' interest was related to motivation for learning Physics. Lastly, although students' interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students' self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper.},
  language  = {en}
}
@article{KwarikundaSchiefeleSsenyongaetal.2021,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Ssenyonga, Joseph and Muwonge, Charles Magoba},
  title     = {Secondary school students' motivation profiles for physics learning},
  series = {African journal of research in mathematics, science and technology education : official journal of the Southern African Association for Research in Mathematics, Science and Technology Education},
  volume    = {25},
  journal   = {African journal of research in mathematics, science and technology education : official journal of the Southern African Association for Research in Mathematics, Science and Technology Education},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1028-8457},
  doi       = {10.1080/18117295.2021.1956720},
  pages     = {197 -- 210},
  year      = {2021},
  abstract  = {For efficient and effective pedagogical interventions to address Uganda's alarmingly poor performance in Physics, it is vital to understand students' motivation patterns for Physics learning. Latent profile analysis (LPA)-a person-centred approach-can be used to investigate these motivation patterns. Using a three-step approach to LPA, we sought to answer the following research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? The sample comprised 934 Grade 9 students from eight secondary schools in Uganda. Data were collected using standardised questionnaires. Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8\%); (ii) moderate-quantity motivation profile (246 students; 26.3\%); (iii) high-quantity motivation profile (365 students; 39.1\%); (iv) primarily intrinsically motivated profile (60 students, 6.4\%); (v) mostly extrinsically motivated profile (88 students, 9.4\%); and (vi) grade-introjected profile (74 students, 7.9\%). Low-quantity and grade-introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. Lastly, unlike gender, individual interest and students' attitudes towards Physics learning predicted profile membership. Teachers should provide an interesting autonomous Physics classroom climate and give students clear instructions in self-reliant behaviours that promote intrinsic motivation.},
  language  = {en}
}
@article{EkatushabeKwarikundaMuwongeetal.2021,
  author    = {Ekatushabe, Margaret and Kwarikunda, Diana and Muwonge, Charles Magoba and Ssenyonga, Joseph and Schiefele, Ulrich},
  title     = {Relations between perceived teacher's autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students},
  series = {International journal of STEM education},
  volume    = {8},
  journal   = {International journal of STEM education},
  number    = {1},
  publisher = {SpringerOpen},
  address   = {Berlin ; Heidelberg [u.a.]},
  issn      = {2196-7822},
  doi       = {10.1186/s40594-021-00272-5},
  pages     = {15},
  year      = {2021},
  abstract  = {Background Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56\% females) randomly selected 9(th) grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (beta = - .10, p < .05) and task value (beta = - .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (beta = - .34, p < .001). Conclusion These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.},
  language  = {en}
}
@misc{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {819},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58262},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582621},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}
@article{KwarikundaSchiefeleMuwongeetal.2022,
  author    = {Kwarikunda, Diana and Schiefele, Ulrich and Muwonge, Charles Magoba and Ssenyonga, Joseph},
  title     = {Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support},
  series = {Humanities and Social Sciences Communications},
  volume    = {9},
  journal   = {Humanities and Social Sciences Communications},
  publisher = {Springer Nature},
  issn      = {2055-1045},
  doi       = {10.1057/s41599-022-01322-1},
  pages     = {12},
  year      = {2022},
  abstract  = {For life-long learning, an effective learning strategy repertoire is particularly important during acquisition of knowledge in lower secondary school—an educational level characterized with transition into more autonomous learning environments with increased complex academic demands. Using latent profile analysis, we explored the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender. Data were collected from 576 ninth grade students in Uganda using self-report questionnaires. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favor of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4-2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, while higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Further, implications of the findings were discussed.},
  language  = {en}
}
@phdthesis{Kwarikunda2023,
  author    = {Kwarikunda, Diana},
  title     = {Interest, motivation, and learning strategies use during physics learning},
  doi       = {10.25932/publishup-60931},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-609311},
  school      = {Universit{\"a}t Potsdam},
  pages     = {viii, 221},
  year      = {2023},
  abstract  = {The purpose of this thesis was to investigate the developmental dynamics between interest, motivation, and learning strategy use during physics learning. The target population was lower secondary school students from a developing country, given that there is hardly in research that studies the above domain-specific concepts in the context of developing countries. The aim was addressed in four parts. The first part of the study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. Being a pilot study, the sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the study data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e., strong measurement invariance) when administered to boys and girls. Furthermore, on assessing whether motivation for learning Physics varied with gender, no significant differences were noted. On assessing the predictive effects of individual interest on students' motivation, individual interest significantly predicted all motivational constructs, with stronger predictive strength on students' self-efficacy and self-determination in learning Physics. In the second part whilst using comprised 934 Grade 9 students from eight secondary schools in Uganda, Latent profile analysis (LPA) - a person-centred approach was used to investigate motivation patterns that exist in lower secondary school students during physics learning. A three-step approach to LPA was used to answer three research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8\%); (ii) moderate-quantity motivation profile (246 students; 26.3\%); (iii) high-quantity motivation profile (365 students; 39.1\%); (iv) primarily intrinsically motivated profile (60 students,6.4\%); (v) mostly extrinsically motivated profile (88 students, 9.4\%); and (vi) grade-introjected profile (74 students, 7.9\%). Low-quantity and grade introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. On examining the predictive effect of gender, individual interest, and students' attitudes on the profile membership, unlike gender, individual interest and students' attitudes towards Physics learning strongly predicted profile membership. In the third part of the study, the occurrence of different secondary school learner profiles depending on their various combinations of cognitive and metacognitive learning strategy use, as well as their differences in perceived autonomy support, intrinsic motivation, and gender was examined. Data were collected from 576 9th grade student. Four learner profiles were identified: competent strategy user, struggling user, surface-level learner, and deep-level learner profiles. Gender differences were noted in students' use of elaboration and organization strategies to learn Physics, in favour of girls. In terms of profile memberships, significant differences in gender, intrinsic motivation and perceived autonomy support were also noted. Girls were 2.4 - 2.7 times more likely than boys to be members of the competent strategy user and surface-level learner profiles. Additionally, higher levels of intrinsic motivation predicted an increased likelihood membership into the deep-level learner profile, whilst higher levels of perceived teacher autonomy predicted an increased likelihood membership into the competent strategy user profile as compared to other profiles. Lastly, in the fourth part, changes in secondary school students' physics motivation and cognitive learning strategies use during physics learning across time were examined. Two waves of data were collected from initially 954 9th students through to their 10th grade. A three-step approach to Latent transition analysis was used. Generally, students' motivation decreased from 9th to 10th grade. Qualitative students' motivation profiles indicated strong with-in person stability whilst the quantitative profiles were relatively less stable. Mostly, students moved from the high quantity motivation profile to the extrinsically motivated profiles. On the other hand, the cognitive learning strategies use profiles were moderately stable; with higher with-in person stability in the deep-level learner profile. None of the struggling users and surface-level learners transitioned into the deep-level learners' profile. Additionally, students who perceived increased support for autonomy from their teachers had higher membership likelihood into the competent users' profiles whilst those with an increase in individual interest score had higher membership likelihood into the deep-level learner profile.},
  language  = {en}
}