Academic Motivation Scale: adaptation and psychometric analyses for high school and college students

Abstract

The Academic Motivation Scale (AMS), supported in Self-Determination Theory, has been applied in recent decades as well in high school as in college education. Although several versions in Spanish are available, the underlying linguistic and cultural differences raise important issues when they are applied to Latin-American population. Consequently an adapted version of the AMS was developed, and its construct validity was analyzed in Argentine students. Results obtained on a sample that included 723 students from Buenos Aires (393 high school and 330 college students) verified adequate psychometric properties in this new version, solving some controversies regarded to its dimensionality.

Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

“…In response to the proposed objective, the instrument's psychometric properties were examined in a sample of pre-service teachers. In accordance with the results of previous research (Barkoukis et al, 2008;Guay, Morin, Litalien, Valois, & Vallerand, 2015;Núñez et al, 2010;Stover et al, 2012), the confirmatory factorial analysis, conducted to provide evidence of validity based on internal structure, considered the factor correlated model originally proposed by Vallerand et al (1989), as well as, different alternative models that could be supported by the SDT postulates. Furthermore, the instrument's invariance across gender, its internal consistency and temporal stability were analysed.…”

“…This scale consists of 28 items that, distributed into four item for each of its seven factors, measure the 3 sub-types of intrinsic motivation (i.e., to experience stimulation, to accomplish and to know), the 3 types of extrinsic motivation (i.e., identified, introjected and external regulation) and amotivation. This instrument has shown adequate psychometric properties in different contexts (Alivernini & Lucidi, 2008;Barkoukis, Tsorbatzoudis, Grouios & Sideridis, 2008;Caleon et al, 2015;Can, 2015;Cokley, Bernard, Cunningham & Motoike, 2001;Davoglio, dos Santos & da Conceição, 2016;Núñez, Martín-Albo & Navarro, 2005;Núñez, Martín-Albo, Navarro & Grijalvo, 2006;Núñez, Martín-Albo, Navarro & Suárez, 2010;Stover, de la Iglesia, Boubeta & Fernández-Liporace, 2012;Zhang, Li, Li, Li & Zhang, 2016). In this regard, the 7-factor correlated structure has been defended instead of diverse alternative models (Caleon et al, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012).…”

“…This instrument has shown adequate psychometric properties in different contexts (Alivernini & Lucidi, 2008;Barkoukis, Tsorbatzoudis, Grouios & Sideridis, 2008;Caleon et al, 2015;Can, 2015;Cokley, Bernard, Cunningham & Motoike, 2001;Davoglio, dos Santos & da Conceição, 2016;Núñez, Martín-Albo & Navarro, 2005;Núñez, Martín-Albo, Navarro & Grijalvo, 2006;Núñez, Martín-Albo, Navarro & Suárez, 2010;Stover, de la Iglesia, Boubeta & Fernández-Liporace, 2012;Zhang, Li, Li, Li & Zhang, 2016). In this regard, the 7-factor correlated structure has been defended instead of diverse alternative models (Caleon et al, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012). In addition, the EME factorial structure has been invariant across gender (Grouzet, Otis, & Pelletier, 2006;Ratelle, Guay, Vallerand, Larose, & Senécal, 2007); although this aspect was not tested by the work which originally adapted the instrument to the Spanish context (Núñez et al, 2005(Núñez et al, , 2010.…”

Cross-cultural comparative examination of the Academic Motivation Scale using exploratory structural equation modeling

“…They then performed CFA on this model. i Stover et al (2012), Vallerand et al (1989) and Vallerand et al (1992) reported different goodness-of-fit indices (i.e., NFI, AGFI, GFI) than the ones in the table above. However, these alternative indices showed that their model had adequate fit to the data.…”

Is Test Anxiety a Problem Among Medical Students: A Cross Sectional Study on Outcome of Test Anxiety among Medical Students?

“…6, No. 3; Andrews, 2013) Malaysia 52% (Stover, Iglesia, Boubeta, & Liporace, 2012), and Pakistan 64% (Brouse, Basch, LeBlanc, McKnight, & Lei, 2010), but higher than among medical students in India 6%, (Glynn et al, 2008) and Taiwan 7% (Cheng, Chung, Peih, Jer, Hung, & Ting, 2008). The prevalence of test anxiety is lesser than previous study in Malaysia and overseas as the participants of the present study entered into medical program with high entry requirements and prospective medical students are interviewed professionally to measure their psychological wellbeing and competency to handle crisis situation.…”