Development and Validation of the School Achievement Motivation Rating Scale

Abstract

This article describes the development and validation of the School Achievement Motivation Rating Scale (SAMRS). A group of 30 teachers participated in the construction and selection of behavioral characteristics related to achievement motivation in school situatiops based on the literature in the field. A total of 2,063 elementary and secondary students participated in this study. Evidence showed that the SAMRS scores were internally consistent and stable. High correlations were found between the SAMRS scores and grades or grade point averages, and moderate correlations were found between scores of the SAMRS and those of standardized tests. Evidence of concurrent and construct validity was established through correlating the SAMRS scores with scores on a number of measures including scales measuring need for achievement, locus of control, self-esteem, and anxiety as well as two measures of peer observation.

Creating a scale to measure motivation to achieve academically: Linking attitudes and behaviours using Rasch measurement

“…There are many scales designed to assess Motivation (Ray, 1986, reported over 70 scales; see also Conoley & Impara, 1995, test numbers 226,244,245;Blankenship, 1987;Clarke, 1973;Fineman, 1977;Harper, 1975;Lian-Hwang Chiu, 1997;Piedmont, 1989;Thibert & Karsenti, 1996).…”

“…There are many scales designed to assess motivation (Ray, 1986, reported over 70 scales; see also Conoley & Impara, 1995, test numbers 226,244,245;Blankenship, 1987;Clarke, 1973;Fineman, 1977;Harper, 1975;Lian-Hwang Chiu, 1997;Piedmont, 1989;Thibert & Karsenti, 1996). Many of these scales do not 'capture' a comprehensive view of motivation and most involve a relatively simple range of aspects and items.…”

“…These scales have all been analysed with traditional measurement techniques and not with modern interval-level models, such as Rasch Measurement Models (Rasch 1980(Rasch /1960. Lian-Hwang Chiu (1997) reported that reviews of the literature showed that the score reliability and validity of many of these scales varied from satisfactory to poor. The Twelfth, Eleventh, Tenth and Ninth Mental Measurements Yearbooks, as they relate to motivation tests, support this conclusion.…”

“…Motivation is also claimed to be the product of interdependence between and amongst many variables (Weiner, 1990), such as locus of control (Duke & Nowicki, 1974), the need for affiliation, impulsiveness and planfulness (Friis & Knox, 1972), personal achievement, social achievement, academic achievement (Maehr, 1984;Piedmont, 1989), mastery, work orientation, competitiveness and personal concern (Donohue & Wong, 1997;Helmreich & Spence, 1978). A large amount of other research has been done on these and related issues of motivation (see Ames & Ames, 1984Anderman & Maehr, 1994;Brophy, 1987;Covington, 1992;Graham, 1994;Jacobs & Newstead, 2000;Maehr & Ames, 1989;Maehr & Pintrich, 1993, 1997Zimmerman, Bandura, & Martinez-Pons, 1992).…”

An investigation of the validity of the Iowa Early Learning Inventory

“…Wisconsin Department of Public Instruction, 1986Instruction, , 1991, empirical research related to early classroom behavior and academic skills (for example Bryan & Wheeler, 1972;Cobb, 1972;Derevensky, et al, 1983;Fad & Ryser, 1993;Lahaderne, 1968;McKinney, et al, 1975;Perkins, 1965), and finally existing measurement tools intended to assess behaviors and skills relevant for children as they enter school (Achenbach, 1978(Achenbach, , 1992Chiu, 1997;Goyette, Conners, & Ulrich, 1978;Harrison, 1985;Kim, Anderson, & Bashaw, 1968;Newborg, Stock, Wnek, Guidubaldi, & Svinicki, 1984a, 1984b, 1984cReynolds, Kamphaus, 1992;Ross, Lacey, & Parton, 1965;Seidman, Linney, Rappaport, Herzberger, Kramer, & Alden, 1979;Sparrow, Balla, & Cicchetti, 1985;Spivack, & Swift, 1967 This process yielded a total of 427 statements describing cognitive behaviors. In addition, numerous other documents not referenced, but within the same three categories, were reviewed and either found to only contain behaviors already identified or not to provide additional behavioral descriptions.…”