The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale

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

“…The results of the different analyses provided evidences that suggest that, generally, the new instrument possesses adequate psychometric properties. The correlational analysis showed that the different forms of motivation did not follow the simplex pattern structure proposed by Ryan and Connell (1989).Thus, in line with previous studies (Barkoukis et al, 2008;Núñez et al, 2005Núñez et al, , 2010, the correlation between intrinsic motivation to accomplish and introjected regulation was of a higher magnitude to that existing between the latter and its adjacent theoretical factors (i.e. identified and external regulation).…”

“…The confirmatory factor analysis revealed acceptable fitindexes for the 8-factor correlated model, verifying the results of previous studies that considered this type of structure (Barkoukis et al, 2008;Caleon et al, 2015;Can, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012). The fit-indexes for the model that grouped the three sub-types of intrinsic motivation were not satisfactory in this study, in contrast to previous studies that have suggested this possibility (Alivernini & Lucidi, 2008;Koludrovic & Ercegovac, 2015).…”

“…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).…”

Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale

“…Contrary to expectations, introjected regulation correlated positively with an external criterion: mastery approach goals. Barkoukis, Tsorbatzoudis, Grouios, and Sideridis (2008) analyzed the Greek version of the AMS in two studies. In Study 1, CFA fit indices based on a sample of 911 high school students supported the factor structure of the AMS measurement model.…”