A latent growth curve model of academic motivation and academic self-efficacy of Shahid Chamran University students

Gholizadeh, Mozafar; Yailagh, Manijeh Shehni; Biregani, Sirous Allipour; Hajiyakhchali, Alireza

doi:10.24200/ijpb.2018.115517.

Cited by 2 publications

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“…AMS is influenced by age, gender, peer culture, interaction;[ 4 33 ] puberty;[ 11 ] academic scores exhaustion scale;[ 6 ] quality of life;[ 35 ] academic self-efficacy;[ 36 ] mental workload;[ 37 ] stress levels personality;[ 38 ] time management skills and anxiety. [ 39 ]…”

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confidence: 99%

Validation of academic motivation scale among medical students using factor analysis and structural equation modeling

Ansari

Kumar

AlSaleh

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Demanding careers like medicine requires a lot of motivation and the Academic Motivation Scale (AMS) developed by Vallerand et al. (1992) is an instrument to measure motivation. This study evaluated the validity and reliability of AMS among medical students in the Middle East. MATERIALS AND METHODS: This was a methodological research utilizing a convenient sampling technique. AMS scale comprising 28 items subdivided into seven subscales was administered to 900 students (281 students returned the filled AMS). Data were analyzed using the descriptive statistics, one-way ANOVA, and t-tests. Exploratory factor analysis and Cronbach's alpha were used to evaluate the validity and reliability of the scale, respectively. RESULTS: There was a statistically significant difference between both genders in overall scores (P = 0.015*), two subscales, namely “Identified Regulation” (P =0.017*) and “Stimulating Experience” (P = 0.015*), with females showing higher value. Second-year students (n = 91) had significantly higher score (10.9 ± 4.1) for “Amotivation” (P =.001*) and first-year students (n = 48) had significantly higher score (16.2 ± 3.0) for “Achievement” subscale (P =.014*). P < 0.05 was considered statistically significant with 95% confidence interval. No statistically significant difference was observed between the groups based on nationality or age. Bartlett's test of sphericity was significant (Chi-square: 2988.010; df = 278; P < 0.001). Kaiser–Meyer–Olkin was 0.890. Principal component analysis with varimax rotation extracted seven factors corresponding to the original items of AMS questionnaire. All subscales correlated positively except “amotivation.” Structural equation modeling revealed the relation between observed and unobserved variables. DISCUSSION: This study demonstrated that AMS is valid and reliable for application among Middle East medical students, without needing any modification. AMS has widespread application in medical education as it impacts learning outcomes. CONCLUSION: This study demonstrated that AMS is valid and reliable for application among the Middle East students without needing any modification.

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