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Using a questionnaire to evaluate motivation: the BeWel project Aberdeen


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Using a questionnaire to evaluate motivation: the BeWel project Aberdeen

  1. 1. a questionnaire to evaluate motivation BeWel Introductory Meeting 29 th -30 th July 2009
  2. 2. <ul><li>the developmental process </li></ul><ul><ul><li>context </li></ul></ul><ul><ul><li>knowledge of the target group </li></ul></ul><ul><ul><li>choice of theories </li></ul></ul><ul><ul><li>overview of questions asked </li></ul></ul><ul><ul><li>sample size and return rate </li></ul></ul>an overview
  3. 3. context
  4. 4. design process carry out Interviews and participant observation with subset of target participants explore relevant theory and design questionnaire to be able to assess underlying mechanisms of involvement in conservation both pre-pilot and pilot questionnaire. carry out exploratory analysis to ensure questionnaire is repeatable and results are valid postal questionnaire to study participants: pre-postal letter questionnaire posted follow up letter if not returned get to know target group theory exploratory trial implementation
  5. 5. grounding the questionnaire: pre- trial stage aims methods data sources Exploration of motivations for involvement in conservation action Literature review Exploring theory Participant Observation Interviews Literature from psychology, health care. Mini lit review carried out Meetings with psychologists in Aberystwyth university and Macaulay Participant observation: Steering group meetings of Cairngorms Water Vole Project (CWVP), accompanied water vole officers when visiting volunteers Interviews with steering group of CWVP, and NE Water Vole project
  6. 6. pre-exploratory trial empirical evidence “ (volunteers are) well driven because they’ve got their own interest ” “ maybe their motivation could flag in some areas if they feel isolated” “ im not sure how we would go about getting more motivation or keeping motivation going for volunteers” “ they need to be reassured” Volunteers seek to learn more about the world or exercise redundant skills (Cuthill & Warburton 2006) Both internally motivating factors and externally factors (such as increased community standing) are important incentives for volunteering ( Cappellari & Turati, 2004; Granek & Brown, 2005)
  7. 7. Theoretical phase <ul><ul><ul><li>Action Learning theory </li></ul></ul></ul><ul><ul><ul><li>(Tilbury 2005, Burke 2007) </li></ul></ul></ul><ul><ul><ul><li>Social Cognitive theory </li></ul></ul></ul><ul><ul><ul><li>(Bandura 1997,2004) </li></ul></ul></ul><ul><ul><ul><li>Self-determination theory </li></ul></ul></ul><ul><ul><ul><li>(Deci og Ryan 2000, 2002, 2005) </li></ul></ul></ul><ul><ul><li>Internal versus external motivation </li></ul></ul><ul><ul><li>Perceived competence </li></ul></ul><ul><ul><li>Social relatedness </li></ul></ul><ul><ul><li>Self-regulatory motivation </li></ul></ul><ul><ul><li>Knowledge and skills </li></ul></ul><ul><ul><li>Social reflection </li></ul></ul><ul><ul><li>Expectations and ambivalence </li></ul></ul><ul><ul><li>Self-efficacy </li></ul></ul><ul><ul><li>Collective self-efficacy </li></ul></ul><ul><ul><li>Social support </li></ul></ul>
  8. 8. grounding the questionnaire: exploratory trial stage aims methods data sources To identify most useful questions and design To ensure clarity To test analysis methods Expert Meetings Pre-pilot Pilot Meeting and discussion with Anke Fischer at Macaulay Email discussions with psychology experts in Aberystwyth Workshop with co-ordinators of Cairngorms Water Vole Project Pre-pilot on colleagues Pilot to NE Water Vole Project
  9. 9. <ul><li>translation of theory </li></ul>a) Self-regulatory motivation (ALT) b) Knowledge and skills (ALT) c) Collective self-efficacy (SCT) d) Social support (SCT) e) Internal motivation (SDT) f) Self Regulation (SDT) g) Social relatedness (SDT) theoretical constructs components in the questionnaire Interest (a, c, e, f, g) Enjoyment (a, e, f, g) Humanitarian (e, f, g) Health (a, c, f, g) Environment (e, f, g) Community/ownership (c, d, e, f, g) Skills (b, e, f, g) Perceived choice (a, f) Social (a, d, e, f, g)
  10. 10. <ul><li>translation of theory </li></ul>component question Interest <ul><li>This work is interesting </li></ul><ul><li>This work gives me a sense of accomplishment </li></ul><ul><li>I find this work boring </li></ul>Enjoyment <ul><li>This work makes me feel happy </li></ul><ul><li>I have fun doing this work </li></ul><ul><li>I enjoy this work </li></ul>
  11. 11. sample size and return rate <ul><ul><li>672 sent out </li></ul></ul><ul><ul><li>Effective sample of 660 </li></ul></ul><ul><ul><li>322 returned (49%) </li></ul></ul>