Validity and reliability of the Polish version of the Academic Motivation Scale: a measure of intrinsic and extrinsic motivation and amotivation

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

10.47040/sd0000068 ◽

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.

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

10.47040/sd/sdpsych.v10i1.90 ◽

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.

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The Relationship Between Awareness and Attitudes Towards Research and Developments and Academic Motivation Levels in Nursing Students

Journal of Higher Education and Science ◽

10.5961/jhes.2021.453 ◽

2021 ◽

Vol 11 (2) ◽

pp. 339-347

Author(s):

Eylem PASLI GÜRDOĞAN

Keyword(s):

Nursing Students ◽

Research And Development ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Average Score ◽

Scientific Publications ◽

Academic Motivation Scale ◽

Motivation Scale ◽

Students Attitudes ◽

The Relationship

This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.

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Academic Motivation Scale--Polish Version

PsycTESTS Dataset ◽

10.1037/t80050-000 ◽

2019 ◽

Author(s):

Magdalena Ardeńska ◽

Agnieszka Ardeńska ◽

Rajmund Tomik

Keyword(s):

Academic Motivation ◽

Academic Motivation Scale ◽

Polish Version ◽

Motivation Scale

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

Jurnal Psikologi ◽

10.14710/jp.19.4.402-416 ◽

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.

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Academic motivation scale - reliability and validity evidence among undergraduate nursing students

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.3848.3420 ◽

2021 ◽

Vol 29 ◽

Author(s):

Geisa Colebrusco de Souza ◽

Everson Meireles ◽

Vera Lúcia Mira ◽

Maria Madalena Januário Leite

Keyword(s):

Nursing Students ◽

Intrinsic Motivation ◽

Internal Structure ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Equation Modeling ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Academic Motivation Scale ◽

Motivation Scale

Objective: to assess the evidence of validity and reliability of the academic motivation scale (AMS) based on the internal structure. Method: this is a methodological study with 205 undergraduate nursing students. Dimensionality/internal structure of the AMS was assessed using factor analysis in the context of exploratory structural equation modeling (ESEM) and reliability of the factors was assessed by Cronbach’s alpha (α) coefficient and composite reliability (CR) coefficient. Results: acceptable fit indexes were obtained (CFI = 0.92; RMSEA = 0.07; SRMR = 0.06) for a three-dimensional model: intrinsic motivation (10 items; α = 0.84; CR = 0.86); extrinsic motivation (8 items; α = 0.84; CR = 0.90); and demotivation (4 items; α = 0.84; CR = 0.88). A significant correlational pattern was found for the motivation continuum. Conclusion: the dimensionality analysis for the AMS presented a model with three factors: intrinsic motivation, extrinsic motivation and demotivation, and was considered a reduced alternative to the original version of seven factors. This study helped assess the validity of the measurement instrument and its theory refinement; further studies should be conducted to assess its invariance property.

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The Construct Validity of Vallerand’s Academic Motivation Scale (AMS)

Education Research International ◽

10.1155/2021/5546794 ◽

2021 ◽

Vol 2021 ◽

pp. 1-9

Author(s):

Salem Ali Salem Algharaibeh

Keyword(s):

Factor Analysis ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Two Dimensions ◽

Three Dimensions ◽

Factorial Structure ◽

Factor Solution ◽

Academic Motivation Scale ◽

Motivation Scale ◽

Three Factor

It seems that the academic motivation structure is affected by cultural factors. Many studies have examined the factorial structure of the academic motivation scale (AMS), and the results showed different factorial structures of AMS (e.g., Taghipour Ali Hosein et al. (EL-yazidi and Louzani, 2017) concluded that the scale consists of two dimensions; Natalya and Purwanto (2018) concluded that it consists of three dimensions; Alruaili (2020) concluded that it consists of four dimensions; Abu Awad (2009) concluded that the scale consists of six dimensions). The AMS is one of the most widely used academic motivation measures across the world. It was built on the basis of the self-determination theory. The current study aimed at investigating the factorial structure of the AMS using the exploratory factor analysis (PCA) and the confirmatory factor analysis (CFA). The AMS was applied to a sample of 401 university students. The results of PCA suggested a three-factor solution (intrinsic motivation, extrinsic motivation, and Amotivation), and CFA was conducted for three competing structures (three factors, five factors, and seven factors); the results confirmed the three-factor solution for the AMS. The results also showed that the AMS dimensions had good alpha coefficient values which were greater than the acceptable cut-off value of 0.7. In conclusion, the Jordanian version of the AMS is a valid scale that consists of 24 items loaded on three factors (intrinsic, extrinsic, and Amotivation) for measuring academic motivation.

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

Mathematics ◽

10.3390/math9172049 ◽

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.

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