Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria

Núñez, Juan L.; Martín‐Albo, José; Navarro, José; Suárez, Zoila

doi:10.1174/021093910790744590

Cited by 42 publications

(59 citation statements)

References 26 publications

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“…Finally, similar to Vallerand et al (1992), temporal stability was also assessed in many previous studies (Barkoukis et al, 2008;Can, 2015;Davoglio et al, 2016;Fairchild et al, 2005;Haslofca & Korkmaz, 2015;Lim & Chapman, 2015;Núñez et al, 2005;Núñez et al, 2010;Orsini et al, 2015;Zhang et al, 2015), giving further support for the reliability of the scale. Note.…”

Section: Introductory Notes For Supplementary Materialsmentioning

confidence: 53%

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

Tóth‐Király

Orosz

Dombi

et al. 2017

Personality and Individual Differences

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Acknowledgements:We are grateful for Fruzsina Lukács, József Salamon, and János Salamon for the data gathering. Highlights The factor of the Academic Motivation Scale (AMS) was assessed.  Hungarian and French high school and university students participated.  Exploratory structural equation modeling (ESEM) supported the 7-factor model.  The AMS was reliable based on three different indices.  Gender invariance was high, age-and language invariances were low. Abstract The goal of the present research was to the cross-cultural examination of the factor structure of the Academic Motivation Scale (AMS) and its extensive invariance testing with exploratory structural equation modeling (ESEM). Three comprehensive samples were collected: a Hungarian high school (N = 1139), a Hungarian university (N = 1163) samples, and a French university (N = 1009) sample. Compared to confirmatory factor analysis, ESEM demonstrated better model fit and less inflated inter-factor correlations in all three samples. Among Hungarian high school students, intrinsic dimensions were less differentiated. Gender invariance was confirmed on the level of latent means. As for age-and language invariance, only configural invariance was supported. The AMS showed mostly adequate reliability and good temporal stability. Based on the present and prior studies, ESEM appears to be the most adequate analytic strategy for the deeper understanding of academic motivations measured by the AMS.

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Section: Introductory Notes For Supplementary Materialsmentioning

confidence: 53%

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

Tóth‐Király

Orosz

Dombi

et al. 2017

Personality and Individual Differences

View full text Add to dashboard Cite

show abstract

“…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).…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

“…Taking into account the consideration undertaken, the objective of this study was to adapt and incorporate the items proposed by Ferriz et al (2015) for the measurement of integrated regulation to the Spanish version (Núñez et al, 2005(Núñez et al, , 2010 of the EME (Vallerand et al, 1989). In response to the proposed objective, the instrument's psychometric properties were examined in a sample of pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2017

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Título: Revisión de la escala de motivación educativa. Inclusión de la regulación integrada para medir la motivación en la formación inicial del profesorado Resumen: El objetivo de este estudio fue incorporar la medida de la regulación integrada en la Échelle de Motivation en Éducation en el contexto español de la formación inicial del profesorado. Participaron 496 profesores en formación inicial (233 hombres and 263 mujeres; Medad = 25.70, DT = 4.23) del master en formación del profesorado en educación secundaria y bachillerato, formación profesional y enseñanza de idiomas. El análisis factorial confirmatorio mostró aceptables índices de ajuste para la estructura de 8 factores, la cual permaneció invariante respecto al género. La consistencia interna y la estabilidad temporal fueron satisfactorias para cada uno de los 8 factores. El análisis de regresión lineal indicó que la regulación integrada fue el mayor predictor sobre la intención de convertirse en docente. El nuevo instrumento puede contribuir a una comprensión más profunda de los procesos motivacionales involucrados en la formación inicial del profesorado. Palabras clave: motivación; propiedades psicométricas; teoría de la autodeterminación; profesorado en formación inicial.Abstract: The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Spanish initial teacher education context. There were 496 student participants (233 men and 263 women; Mage = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The confirmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Internal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regulation was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motivational processes involved in the initial teacher education context.

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Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate

et al. 2019

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Objectives: This study sought to evaluate the efficacy of a brief version of the Happy Classrooms Programme in psychological well-being, school aggression, and positive classroom climate. Likewise, this study also aimed to identify which intervention effects could be attributed to the development of mindfulness. Finally, the last target of this study was to evaluate the implementation fidelity and the acceptability of the programme.Methods: Multiple linear regression and longitudinal mediation analyses were performed with a sample of 524 students (49.8% boys and 50.2% girls) with a mean age of 13.6 years.Results: Results provided evidence of the efficacy of the intervention in the majority of variables. For

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Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria

Cited by 42 publications

References 26 publications

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

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

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

Impact of the Happy Classrooms Programme on Psychological Well-being, School Aggression, and Classroom Climate

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