This paper aims to compare the psychometric properties of the Research Motivation Scale (RMS) from faculty in schools of education in American research universities to previous findings on this scale when administered to science, technology, engineering and mathematics (STEM) faculty.
This study was an exploratory, quantitative study using survey research methods, and utilizing confirmatory and exploratory factor analyses and statistical tests of population differences.
Results indicate an adequate fit to a previously found three-factor structure. However, a new four-factor model, accounting for 47 per cent of the variance, was identified as a better fit: failure avoidance, intrinsic reward – satisfaction, intrinsic reward – joy and extrinsic reward. The overall reliability for the entire measure was 0.76. Intrinsic motivation and failure avoidance were rated statistically more important by education faculty than STEM faculty.
As an exploratory study and because of the chosen research approach, generalizations may be limited and further research in this area is recommended.
This study contributes to the literature on RMS with data from education faculty. Results support conceptual frameworks regarding faculty outcomes and professional growth, and suggest ways faculty may be encouraged to increase research productivity.
This paper includes implications for societal support for research institutions by modeling factors that affect faculty motivations to produce research and thereby increase institutional productivity.
This study builds on conceptual frameworks, explores the use of the RMS with education faculty and compares faculty motivation to conduct research across disciplines.
