scholarly journals THE SOROGAN VERSION OF ACADEMIC MOTIVATION SCALE (AMS-VS) FOR ISLAMIC BOARDING SCHOOL STUDENTS

2020 ◽  
Vol 19 (4) ◽  
pp. 402-416
Author(s):  
Aprezo Pardodi Maba ◽  
Betty Dwi Pratiwi ◽  
Anugrah Intan Cahyani ◽  
Muhammad Yusuf
Keyword(s):  
Academic Motivation ◽  
Boarding School ◽  
Self Determination ◽  
Validity And Reliability ◽  
School Students ◽  
Test Adaptation ◽  
Academic Motivation Scale ◽  
Many Instruments ◽  
Confirmatory Factor ◽  
Motivation Scale

There are many instruments that have been developed by researchers to measure motivation. However, none of the instruments has been specifically designed to measure sorogan motivation on Islamic boarding school students (santri). Therefore, this article was written to discuss the processes of adaptation, testing the validity, and reliability of academic motivation scales to measure sorogan motivation of santri. The authors use Theory of Self Determination (Deci & Ryan, 1995), Academic Motivation Scale (Vallerand et al., 1992), and AMS Bahasa Indonesia (Natalya & Purwanto, 2018) as guidelines in compiling indicators, aspects, and items of Academic Motivation Scale Sorogan Version (AMS-VS). Test adaptation guidelines issued by the International Test Commission (2018) are used in adapting the AMS. The data collected from 102 respondents were analysed using Confirmatory Factor Analysis (CFA). The results showed that AMS-VS is a proper and strong measurement to determine the level sorogan motivation of santri. 

scholarly journals Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2049
Author(s):  
Sandra P. Sousa ◽  
Rui Silva
Keyword(s):  
Academic Success ◽  
Academic Motivation ◽  
Basic Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Validity And Reliability ◽  
Academic Motivation Scale ◽  
New Instrument ◽  
Mathematics Motivation ◽  
Motivation Scale

The importance of motivation in mathematics education is expressed in the large number of studies related to the teaching and learning process. Improving students’ motivation in the mathematics classroom is a fundamental issue for teachers, investigators, and policymakers, due to its relevance in the students’ behavior and academic success. The Academic Motivation Scale is a highly applied tool to evaluate students’ motivation based on Self-Determination Theory. In Portugal, there is a lack in the analysis of the different domains of mathematics motivation defined by Self-Determination Theory, for students attending basic education. Additionally, there is no comprehensive instrument that allows that evaluation. Adapting the Academic Motivation Scale, the purpose of this study is to assess the mathematics motivation of Portuguese students who attend the third cycle of basic education. In addition, it is intended to analyze the properties of this new instrument using a sample of 349 Portuguese students aged between 12 and 17. Exploratory and confirmatory factor analysis indicated a very good validity and reliability of this measuring instrument of mathematics students’ motivation. The results of this work allow the development of educational policies that promote strategies to increase students’ motivation in mathematics.

scholarly journals VALIDATION OF THE ACADEMIC MOTIVATION SCALE IN A SAMPLE OF HIGH SCHOOL STUDENTS

2018 ◽  
pp. 191-216
Author(s):  
Anela Hasanagić ◽  
Nina Bosankić
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Motivation Scale ◽  
Motivation Scale

Academic motivation implies an internal process that initiates and maintains activities aimed at reaching certain academic goals. The objective of this research was to explore the psychometric characteristics of the Academic Motivation Scale (AMS). The sample comprised 157 participants, high school students in the Sarajevo Canton. An item analysis indicated that discriminatory validity and reliability indices were satisfactory for all items. The Cronbach’s alpha coefficients for separate subscales were ranging from 0.77 to 0.84, and for the whole instrument α = 0.912. An exploratory factor analysis specified 5 factors, with 66.53% of the variance explained. After a Equamax rotation with Kaiser normalization we reached the solution whereby there are two subscales of intrinsic motivation – for knowledge and stimulation- and they present the first factor. The second factor is composed of the subscales of extrinsic motivation – imposed and externally regulated. The third factor are the items of a-motivation, the fourth the items of intrinsic motivation for achievement, and the fifth the items of extrinsic internalized motivation. A confirmatory factor analysis did not offer a more interpretable solution. After separate factor analyses of the subscales of intrinsic and extrinsic motivation, we got a satisfactory solution whereby the three subscales of intrinsic and three of extrinsic motivation might be distinguished. In conclusion, we can say that this measuring instrument has satisfactory metric characteristics and that the existence of the following seven factors has been partially confirmed: intrinsic motivation (for knowledge, achievement, stimulation), extrinsic motivation (imposed, internalized, externally regulated) and a-motivation.

scholarly journals Adaptasi Academic Motivation Scale (AMS) versi Bahasa Indonesia

2019 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Ramadhan Dwi Marvianto ◽  
Wahyu Widhiarso
Keyword(s):  
High School Students ◽  
Standard Deviation ◽  
Academic Motivation ◽  
Online Survey ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Motivation Scale ◽  
Language Data ◽  
Motivation Scale ◽  
Test Level

This study aims to adapt the Academic Motivation Scale (AMS) into Indonesian language. Data collection using online survey on 617 high school students in Yogyakarta. The analyzed property includes discrimination indices, mean, and standard deviation for item level. At test level, the analyzed property are validity and reliability. Procedure of adaptation performed following adequate adaptation guidelines. Findings on the psychometric property evaluation show adapted AMS has satisfactory discriminating indices, mean, and standard deviation of items. At the test level, Adapted AMS has reliability values ranging from 0.73 to 0.90. Contruct validity test shows satisfactory results. This is seen from the results of inter-dimensional correlations that show a simple pattern as in research conducted by the original scale’s maker. Thus, Indonesian version of AMS has satisfactory construct validity and produces reliable scores, so it can be used.

An Examination of the Validity of the Academic Motivation scale with a United States Business Student Sample

2010 ◽  
Vol 106 (2) ◽  
pp. 323-341 ◽  
Author(s):  
Kenneth J. Smith ◽  
Jeanette A. Davy ◽  
Donald L. Rosenberg
Keyword(s):  
Internal Consistency ◽  
Academic Motivation ◽  
Self Determination ◽  
Convenience Sample ◽  
Student Sample ◽  
Adequate Model ◽  
Business Courses ◽  
Academic Motivation Scale ◽  
Business Administration Students ◽  
Motivation Scale

This study examined alternative seven-, five-, and three-factor structures for the Academic Motivation Scale, with data from a large convenience sample of 2,078 students matriculating in various business courses at three AACSB-accredited regional comprehensive universities. In addition, the invariance of the scale's factor structure between male and female students and between undergraduate and Master's of Business Administration students was investigated. Finally, the internal consistency of the items loading on each of the seven AMS subscales was assessed as well as whether the correlations among the subscales supported a continuum of self-determination. Results for the full sample as well as the targeted subpopulations supported the seven factor configuration of the scale with adequate model fit achieved for all but the MBA student group. The data also generated acceptable internal consistency statistics for all of the subscales. However, in line with a number of previous studies, the correlations between subscales failed to fully support the scale's simplex structure as proposed by self-determination theory.

scholarly journals Validazione di uno strumento per valutare la partecipazione alle attività extracurriculari in area STEM. Il questionario Science Activities Evaluation Engagement (SAEE)

2021 ◽  
Author(s):  
Italo Testa ◽  
Giovanni Costanzo ◽  
Alessio Parlati ◽  
Francesca Tricò
Keyword(s):  
Factor Structure ◽  
Convergent Validity ◽  
Academic Motivation ◽  
Discriminant Validity ◽  
Model Fit ◽  
School Students ◽  
Academic Motivation Scale ◽  
Extra Curricular Activities ◽  
Confirmatory Factor ◽  
Science Activities

In this study, we present a new questionnaire, the Science Activities Evaluation Engagement (SAEE) instrument, for the evaluation of the students’ engagement in STEM oriented extra-curricular activities. The questionnaire was administered to about 1000 secondary school students who participated in the activities of the Piano Nazionale Lauree Scientifiche in Biology, Chemistry and Physics. Through an exploratory and confirmatory factor analysis, it was possible to validate a four-factor structure of the instrument: Satisfaction with the followed activities; Utility of the activities; Difficulties in following the activities; Involvement of close people. The obtained factor structure shows a good model fit, with each of the obtained scales showing an excellent reliability. Criterion validity was established through the academic motivation scale. The proposed instrument shows also an adequate convergent validity and a sufficient discriminant validity. Implications of the study for the evaluation of Third Mission activities of the Italian universities are also briefly discussed.

scholarly journals Dimensional Analysis of the Academic Motivation Scale with Respect to Gender in Secondary School Students with Neural Basis in Indian Context

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Neural Basis ◽  
School Students ◽  
Academic Motivation Scale ◽  
Indian Context ◽  
Motivation Scale

The present study is an attempt to provide a neural underpinning to the role of gender difference in the construct academic motivation, in secondary school students in Indian context. For this purpose, comparisons of students’ scores of the dimensions of academic motivation were carried out. Samples for the study include 49 urban students (24 boys and 25 girls ) of classes VIII and IX of secondary school in Sriram Nager of Hyderabad city, Telangana, India. Academic motivation construct is measured by using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). For data analysis, measures like mean, standard deviation are used. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in the measured dimensions of academic motivation.

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