Developing and validating the motivation toward virtual reality scale: its associations with science anxiety, academic buoyancy, and grit

Abstract

As immersive technologies gain traction in education, understanding their psychological impacts becomes crucial. This study developed and validated the Motivation toward Virtual Reality Scale and examined its associations with science anxiety, academic buoyancy, and grit. Three studies were conducted with middle school students. Study I (N = 301) involved exploratory factor analysis for scale development. Study II (N = 292) confirmed construct validity and reliability using confirmatory factor analysis, internal consistency metrics (alpha, omega, lambda), Item Response Theory (IRT), measurement invariance, and criterion-related validity. Study III (N = 418) tested a structural model examining the mediating roles of academic buoyancy and grit between VR motivation and science anxiety. Results supported a 14-item, three-factor structure with strong psychometric properties. IRT analyses showed high item discrimination, and invariance analyses confirmed stability across gender. VR motivation was positively associated with VR attitude and acceptance. Structural equation modelling revealed that academic buoyancy and grit mediated the link between VR motivation and science anxiety. Grounded in Self-Determination Theory and related frameworks, findings highlight the role of VR motivation in reducing science anxiety and enhancing students' resilience in technology-integrated learning environments.