Construction and Development of the Academic Motivations Inventory (AMI

Abstract

This paper reports the early development of the Academic Motivations Inventory (AMI), a self-report measure of the academic motivations of college students. Content validation procedures and the reliability of items and scales suggest that AMI is at present a promising instrument for group measurement (e.g., to describe the predominant motivations of students in a course) and that it may become, through refinement of the scales, a useful tool for individual assessment.

Examining relationships between academic motivation and personality among college students

“…Although the measure that Komarraju and Karau (2005) used to measure academic motivation was intended to measure 16 factors (Moen & Doyle, 1977), three higher-order factors emerged from a principle components analysis of the 16 subfactors in their sample. These factors were engagement, achievement, and avoidance.…”

Personality, learning strategies, and academic performance

“…Neuroticism is seen as positively related to higher extrinsic motivation, specifically involving introjected regulation, whereas extroversion and conscientiousness are positively related to extrinsic motivation, specifically involving identified regulation (Kaufman et al, 2008). Moen and Doyle (1977) have observed that students who are conscientious and open to new experiences emphasise intrinsic motivation issues, whereas students who are conscientious, extroverted, and neurotic are more interested in more extrinsic motivation measures. Other researchers have reported that lower levels of conscientiousness and disagreeableness lead to the development of amotivation among students (Cheng and Ickes, 2009;Heaven and Ciarrochi, 2012;Rotgans and Schmidt, 2010).…”

“…While many theories of academic motivation exist (Deci et al, 1991;Linnenbrink and Pintrich, 2002), in this study, we employ self-determination theory (SDT) to determine the academic motivations of undergraduate students in Kazakhstan. SDT claims that academic motivations can be classified according to three main dimensions: intrinsic motivation (IM), extrinsic motivation, and lack of motivation -called amotivation (Moen and Doyle, 1977;Vallerand et al, 1992). IM includes higher order factors and it guide behaviour with pleasure or enjoyment.…”

Interaction Among Dimensions of Academic Motivation and Classroom Social Climate: A Study of the Perceptions of Junior High and High School Pupils

“…The Academic Motivations Inventory (AMI) was used to assess academic motivations of students in the classroom (Moen and Doyle, 1977;Doyle and Moen, 1978). This is an 80-item self-report instrument.…”

“…The present study used the academic motivation factors categorised by Doyle and Moen in a number of recent studies (e.g., Doyle and Moen, 1978;Moen, 1977;Moen and Doyle, 1977). Sociopsychological climate factors of the classroom were assessed by means of the Classroom Environment Scale (CES) which has also been used in a rew recent investigations (e.g., Tricket and Moos, 1973; Moos and Trickett, 1974;Moos and Moos, 1978).…”