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 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. 

Examining the Validity of the Academic Motivation Scale by Comparing Scale Construction to Self-Determination Theory

2000 ◽  
Vol 86 (2) ◽  
pp. 560-564 ◽  
Author(s):  
Kevin O. Cokley
Keyword(s):  
Intrinsic Motivation ◽  
Negative Correlation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Scale Construction ◽  
Self Determination ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Identified Regulation

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation ( r = −.31) than with any of the Intrinsic Motivation subscales ( rs = −.27, −.19, and –.11).

scholarly journals The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version

2019 ◽  
Vol 10 (1) ◽  
pp. 29-40
Author(s):  
Amalia Miulescu
Keyword(s):  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Temporal Stability ◽  
Self Determination Theory ◽  
Factorial Structure ◽  
Validity And Reliability ◽  
Academic Motivation Scale ◽  
Different Types ◽  
Motivation Scale ◽  
The University

This study presents the Romanian adaptation of The Academic Motivation Scale (AMS). The AMS scale was based on Self-Determination Theory (Ryan & Deci, 1985) which identifies, along a continuum, from not self – determined behavior to self – determined, 3 different types of motivation: amotivation, extrinsic motivation and intrinsic motivation, grouped in seven dimensions. Two studies were conducted to examine the factorial structure and validity (i.e., construct, concurrent and predictive validity) of the scale along with its reliability properties. For study 1, the results obtained from a sample that included 228 students from the University of Bucharest, confirmed the 7 factors structure of the scale and verified adequate psychometric properties of this version (Cronbach alpha ranged between .69 to .87 with a mean of .81). Study 2, evaluated the temporal stability using a sample of 107 participants (r test-retest, ranged from .52 to .69). The findings of the present study showed that AMS is a valid measure and can be used in the Romanian cultural area.

scholarly journals The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version

2019 ◽  
Vol 10 (1) ◽  
pp. 29-40
Author(s):  
Amalia Miulescu
Keyword(s):  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Temporal Stability ◽  
Self Determination Theory ◽  
Factorial Structure ◽  
Validity And Reliability ◽  
Academic Motivation Scale ◽  
Different Types ◽  
Motivation Scale ◽  
The University

This study presents the Romanian adaptation of The Academic Motivation Scale (AMS). The AMS scale was based on Self-Determination Theory (Ryan & Deci, 1985) which identifies, along a continuum, from not self – determined behavior to self – determined, 3 different types of motivation: amotivation, extrinsic motivation and intrinsic motivation, grouped in seven dimensions. Two studies were conducted to examine the factorial structure and validity (i.e., construct, concurrent and predictive validity) of the scale along with its reliability properties. For study 1, the results obtained from a sample that included 228 students from the University of Bucharest, confirmed the 7 factors structure of the scale and verified adequate psychometric properties of this version (Cronbach alpha ranged between .69 to .87 with a mean of .81). Study 2, evaluated the temporal stability using a sample of 107 participants (r test-retest, ranged from .52 to .69). The findings of the present study showed that AMS is a valid measure and can be used in the Romanian cultural area.

scholarly journals Developing Mathematics Motivation Scale for the United Arab Emirates

2012 ◽  
Vol 6 (3) ◽  
pp. 1
Author(s):  
Jalal Haj Hussien ◽  
Othman Alsawaie ◽  
Abdelaziz Alsartawi ◽  
Iman Alghazo ◽  
Sana Tibi
Keyword(s):  
United Arab Emirates ◽  
Item Type ◽  
Temporal Stability ◽  
Self Determination Theory ◽  
Self Determination ◽  
Item Pool ◽  
Validity And Reliability ◽  
Initial Item ◽  
Mathematics Motivation ◽  
Motivation Scale

The objective of this study was to develop a valid and reliable mathematics motivation scale (MMS) for UAE students in grades 4 through 12 based on the self-determination theory. A total of 1,481 students (713 boys and 768 girls) from the UAE participated in this study. The process of developing the MMS involved: a) Development of an initial item pool, b) investigating the item-type of motivation membership, c) examining the appropriateness of the administration instructions and the items phrasing, d) and exploring various types of validity and reliability of the MMS. The results indicate that the MMS has acceptable levels of content validity and structure validity. The results also provided evidence that the MMS has acceptable levels of internal consistency and temporal stability. 

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 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.

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