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

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.

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

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.

Academic motivation as a predictor of the development of critical thinking in students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Berestova ◽  
Sergey Kolosov ◽  
Milena Tsvetkova ◽  
Elena Grib
Keyword(s):  
Critical Thinking ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Total Sample ◽  
Average Score ◽  
Content Type ◽  
Academic Motivation Scale ◽  
Motivation For Learning ◽  
Self Development ◽  
The Relationship

PurposeThe study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.Design/methodology/approachThe study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.FindingsThe analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.Originality/valueIt was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such students.

scholarly journals Teachers’ language politeness, students’ academic motivation and self-efficacy during school from home

2021 ◽  
Vol 16 (5) ◽  
pp. 2161-2172
Author(s):  
Mantasiah Rivai ◽  
Yusri Yusri ◽  
Andi Tenri Ola Rivai ◽  
Muhammad Anwar
Keyword(s):  
Online Learning ◽  
Elementary Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
The Self ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Learning School ◽  
Correlational Method ◽  
The Relationship

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497.   Keywords: Language politeness, academic motivation, self-efficacy, school from home.

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

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.

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 Assessing Moroccan University Students’ English Learning Motivation: A Comparative Study

2018 ◽  
Vol 9 (1) ◽  
pp. 81 ◽  
Author(s):  
Otmane Omari ◽  
Mohammed Moubtassime ◽  
Driss Ridouani
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Learning Motivation ◽  
English Learning ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
English Learning Motivation ◽  
Academic Year

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.

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 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.

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