Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)

Yujuan Liu; Brent Ferrell; Jack Barbera; Jennifer E. Lewis

doi:10.1039/c6rp00200e

Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)

Chemistry Education Research and Practice ◽

10.1039/c6rp00200e ◽

2017 ◽

Vol 18 (1) ◽

pp. 191-213 ◽

Cited By ~ 15

Author(s):

Yujuan Liu ◽

Brent Ferrell ◽

Jack Barbera ◽

Jennifer E. Lewis

Keyword(s):

Academic Achievement ◽

Pilot Study ◽

Intrinsic Motivation ◽

Student Motivation ◽

Academic Motivation ◽

Medium Effect ◽

Validity Evidence ◽

Academic Motivation Scale ◽

Motivation Scale ◽

The Impact

Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

Download Full-text

The effect of metacognitive skills and academic motivation on academic performance

10.21203/rs.2.20995/v1 ◽

2020 ◽

Author(s):

Mehdi Eskandari ◽

Mitra Amini ◽

Somayeh Delavari ◽

Sedigheh Mokhtarpour ◽

Mohammad Jaafari

Keyword(s):

Academic Performance ◽

Academic Motivation ◽

Metacognitive Strategies ◽

Metacognitive Skills ◽

Academic Motivation Scale ◽

The Mean ◽

Motivation Scale ◽

Skills Learning ◽

The Impact

Abstract Objectives: the purpose of present study is investigation the impact of metacognitive strategies and motivation on academic performance of medical learners Results: The findings showed that the mean scores of metacognitive strategies of participants and the success rate and academic performance of clinical students of the medical school were positively and significantly correlated (r = .406, p = 0.001). The results showed a positive and significant correlation between the metacognitive strategies (70.92 ± 6.1) and academic motivation (136.92 ± 23.9), respectively (P = .001 & r = .24). So, we can find the mediatory role of academic motivation in metacognitive strategies and academic performance Keywords: motivation, academic performance, metacognition skills, learning, Academic Motivation Scale (AMS), Metacognitions Questionnaire-30 (MCQ-30)

Download Full-text

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.

Download Full-text

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

Psychological Reports ◽

10.2466/pr0.2000.86.2.560 ◽

2000 ◽

Vol 86 (2) ◽

pp. 560-564 ◽

Cited By ~ 28

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).

Download Full-text

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

Zbornik radova 18 ◽

10.51728/issn.2637-1480.2019.16.191 ◽

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.

Download Full-text

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Chemistry Education Research and Practice ◽

10.1039/c7rp00153c ◽

2018 ◽

Vol 19 (1) ◽

pp. 251-264 ◽

Cited By ~ 19

Author(s):

Yujuan Liu ◽

Jeffrey R. Raker ◽

Jennifer E. Lewis

Keyword(s):

Organic Chemistry ◽

Academic Achievement ◽

Student Motivation ◽

Flipped Classroom ◽

Academic Motivation ◽

Team Learning ◽

Analysis Of Covariance ◽

Pedagogical Approach ◽

Academic Motivation Scale ◽

Main Effect

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students’ motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip–PLTL) pedagogies. Descriptive statistics showed that students in both courses were more extrinsically motivated and their motivation moved in negative directions across the semester. Factorial multivariate analysis of covariance revealed a main effect of pedagogical approach. Students in the Flip–PLTL environment were significantly more motivated toward chemistry at the end of the semester while controlling for the motivation pre-test scores; however, there was no evidence for a sex main effect or an interaction effect between sex and pedagogical approach. Correlation results revealed variable relationships between motivation subscales and academic achievement at different time points. In general, intrinsic motivation subscales were significantly and positively correlated with student academic achievement;Amotivationwas negatively correlated with academic achievement. The findings in this study showed the importance of Flip–PLTL pedagogies in improving student motivation toward chemistry.

Download Full-text

Exploring participation in co-curricular activities among undergraduate students

New Directions in the Teaching of Physical Sciences ◽

10.29311/ndtps.v0i12.566 ◽

2017 ◽

Author(s):

Hilda Mary Mulrooney

Keyword(s):

Intrinsic Motivation ◽

Undergraduate Students ◽

Academic Motivation ◽

Real Life ◽

Employability Skills ◽

First Year ◽

First Year Students ◽

Academic Motivation Scale ◽

Different Types ◽

Motivation Scale

Co-curricular activities offer an opportunity for students to develop and demonstrate employability skills. Not all students take advantage of activities on offer, while others undertake multiple activities. In this study, second and third year students from two related undergraduate degree courses who had and had not taken up co-curricular activities identified their reasons for participating or not, and completed two questionnaires exploring their motivation (Academic Motivation Scale, AMS and Motivated Strategies for Learning Questionnaire, MSLQ). First year students identified which activities they would be interested in participating in in future years, and why. Clear differences in participation between the two degree courses were seen, with significantly higher levels of intrinsic motivation among students who participated. Among those who did participate compared with those who did not, significant differences in different types of motivation were seen. Self-efficacy was also significantly higher in those who did, compared with those who did not, participate, although whether this is a cause or a consequence of participation is unclear. First year students indicated interest in a range of co-curricular activities, for personal as well as academic reasons. Further work is needed to ensure that all students understand the relevance and importance of co-curricular activities.Key words: co-curricular, real-life learning, employability skills

Download Full-text

Evaluating existing and new validity evidence for the Academic Motivation Scale

Contemporary Educational Psychology ◽

10.1016/j.cedpsych.2004.11.001 ◽

2005 ◽

Vol 30 (3) ◽

pp. 331-358 ◽

Cited By ~ 118

Author(s):

Amanda J. Fairchild ◽

S. Jeanne Horst ◽

Sara J. Finney ◽

Kenneth E. Barron

Keyword(s):

Academic Motivation ◽

Validity Evidence ◽

Academic Motivation Scale ◽

Motivation Scale

Download Full-text

A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

Journal of Human Kinetics ◽

10.1515/hukin-2016-0046 ◽

2016 ◽

Vol 54 (1) ◽

pp. 207-218 ◽

Cited By ~ 5

Author(s):

Agnieszka Ardeńska ◽

Rajmund Tomik ◽

Serkan Berber ◽

Burak Düz ◽

Barış Çivak ◽

...

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Academic Motivation Scale ◽

Physical Education Students ◽

Intellectual Abilities ◽

Motivation Scale ◽

And Gender ◽

The University

AbstractMotivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

Download Full-text

A Culture of Extrinsically Motivated Students: Chemistry

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v18i1.21427 ◽

2018 ◽

Vol 18 (1) ◽

pp. 43-57 ◽

Cited By ~ 2

Author(s):

Jessica Orvis ◽

Diana Sturges ◽

P. Dawn Tysinger ◽

Keenya Riggins ◽

Shainaz Landge

Keyword(s):

Pilot Study ◽

Academic Outcomes ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Response Rate ◽

Survey Response ◽

Academic Motivation Scale ◽

Survey Response Rate ◽

Motivation Scale

Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinisc motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The pilot study targeted approximately 432 students at a large, public four year university enrolled in 9 sections of the class over two semesters. Student academic motivation was measured using the adapted Academic Motivation Scale (AMS). A total of 311 students returned the survey (response rate = 72 %). The results indicated that students enrolled in Chemistry I classes were extrinsically motivated more than intrinsically motivated. The types of extrinsic motivation identified by students were the least autonomous ones, such as external and introjected regulation.

Download Full-text