Horizons of Psychology, Volume 26 (2017), p. 10–20
Pojdi na slovensko stran članka / Go to the article page in Slovene
Validity and reliability of the Academic Motivation Scale in a sample of Slovenian students
Melita Puklek Levpušček & Anja Podlesek
Full text (pdf) | Views: 465 | Written in Slovene. | Published: February 2, 2017
https://doi.org/10.20419/2017.26.461 | Cited By: CrossRef (2)
Abstract: In this study we examined construct validity and reliability of the Academic Motivation Scale, College Version (Academic Motivation Scale, AMS-C 28, Vallerand et al., 1992) and its relationship with gender, certainty of study choice and career goals in Slovenian university students. The theoretical basis of AMS is derived from Self-Determination Theory, which identified different types of motivation on a continuum from amotivation to different types of external motivation and intrinsic (self-determined) motivation. The AMS measures multidimensional motivational construct and contains seven scales. The validation sample consisted of 324 students of various studies at the University of Ljubljana. Multigroup confirmatory factor analysis showed an acceptable fit of the original 7-factor structure on Slovenian data and measurement invariance across gender. The highest were correlations among the three factors of intrinsic motivation and among the three factors of external motivation. Current certainty of study choice was positively associated with all three factors of intrinsic motivation and identified regulation, and negatively correlated with amotivation. Extrinsic career goals had low to moderate positive correlations with factors of external motivation while intrinsic career goals correlated positively with the three factors of intrinsic motivation, identified and introjected regulation, and negatively with amotivation. Female students had higher scores on intrinsic motivation to accomplish, and identified and introjected regulation than male students. In sum, the AMS C-28 showed good construct and convergent validity and reliability in Slovenian university context.
Keywords: academic motivation, questionnaires, validation, career goals, university students
Cite:
Puklek Levpušček, M., & Podlesek, A. (2017). Veljavnost in zanesljivost Lestvice akademske motivacije na vzorcu slovenskih študentov [Validity and reliability of the Academic Motivation Scale in a sample of Slovenian students]. Psihološka obzorja, 26, 10–20. https://doi.org/10.20419/2017.26.461
Reference list
Blanchard, S., Vrignaud, P., Lallemand, N., Dosnon, O., & Wach, M. (1997). Validation de l'echelle de motivation en éducation auprѐs de lycéens Franҫais [Validation of the Academic Motivation Scale among high school students]. L'Orientation Scolaire et Professionnelle, 26, 33–56.
Carbonneau, N., Vallerand, R. J., & Lafreniѐre, M.-A. K. (2012). Toward a tripartite model of intrinsic motivation. Journal of Personality, 80, 1147–1177. CrossRef
Cokley, K. O., Bernard, N., Cunningham, D, & Motoike, J. (2001). A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109–119.
Deci, E. L. (1975). Intrinsic motivation. New York, NY, ZDA: Plenum. CrossRef
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY, ZDA: Plenum. CrossRef
Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. V J. Aronson (ur.), Improving academic achievement (str. 61–87). Amsterdam, Nizozemska: Academic Press.
Fairchild, A. J., Horsta, S. J., Finneya, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331–358. CrossRef
Guay, F., Morin, A. J. S., Litalien, D., Valois, P., & Vallerand, R. J. (2015). Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83, 51–82. CrossRef
Harter, S. (1981). A new self-report scale of intrinsic vs. extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312. CrossRef
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53–60.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A multidisciplinary Journal, 6(1), 1–55. CrossRef
Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus user's guide (6. izd.). Los Angeles, CA, ZDA: Muthén & Muthén.
Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68–78. CrossRef
Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. CrossRef
Seibert, S. E., Kraimer, M. L., Holtom, B. C., & Pierotti, A. J. (2013). Even the best laid plans sometimes go askew: Career self-management processes, career shocks, and the decision to pursue graduate education. Journal of Applied Psychology, 98(1), 169–182. CrossRef
Ten Berge, J. M. F., & Sočan, G. (2004). The greatest lower bound to the reliability of a test and the hypothesis of unidimensionality. Psychometrika, 69(4), 613–625. CrossRef
Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l′Échelle de Motivation en Éducation [Construction and validation of The Academic Motivation Scale]. Revue Canadienne des Sciences du Comportement, 21, 323–349. CrossRef
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017. CrossRef
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C. B., & Vallières, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172. CrossRef
Cited By via CrossRef (2)
Motivacija in razvoj kompetenc na področju pedagoške psihologije – perspektiva ene generacije študentov psihologije
Cirila Peklaj, Melita Puklek Levpušček, Sonja Pečjak
Psihološka obzorja / Horizons of Psychology, 2020
https://doi.org/10.20419/2020.29.516
Assessing the construct validity and reliability of the Academic Motivation Scale in the Vietnamese context
Quang Ngoc Nguyen, Luot Van Nguyen
Current Issues in Personality Psychology, 2019
https://doi.org/10.5114/cipp.2019.82752
