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

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

Health Psychology Report ◽

10.5114/hpr.2019.86198 ◽

2019 ◽

Vol 7 (3) ◽

pp. 254-266 ◽

Cited By ~ 2

Author(s):

Magdalena Ardeńska ◽

Agnieszka Ardeńska ◽

Rajmund Tomik

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Validity And Reliability ◽

Academic Motivation Scale ◽

Intrinsic And Extrinsic Motivation ◽

Polish Version ◽

Motivation Scale

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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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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).

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The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale

Assessment in Education Principles Policy and Practice ◽

10.1080/09695940701876128 ◽

2008 ◽

Vol 15 (1) ◽

pp. 39-55 ◽

Cited By ~ 37

Author(s):

Vassilis Barkoukis ◽

Haralambos Tsorbatzoudis ◽

George Grouios ◽

Georgios Sideridis

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Validity And Reliability ◽

Greek Version ◽

Academic Motivation Scale ◽

Intrinsic And Extrinsic Motivation ◽

Motivation Scale

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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.

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Motywacja do studiów na kierunku turystyka i rekreacja w różnych typach uczelni

Kwartalnik Pedagogiczny ◽

10.32346/2657-6007.kp.2020-1.11 ◽

2020 ◽

Vol 65 (1) ◽

pp. 192-205

Author(s):

Rajmund Tomik ◽

Agnieszka Ardeńska ◽

Zbigniew Borek ◽

Magdalena Ardeńska ◽

Aleksandra Vierek

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Self Determination Theory ◽

Female Students ◽

Self Determination ◽

Internal Motivation ◽

External Regulation ◽

Academic Motivation Scale ◽

Significant Difference ◽

The University

The aim of this study was to present the tool used to identify, analyse and diagnose students’ motivation to study. The research is based on the Self Determination Theory. This research included 442 students of tourism and recreation at three types of universities. The Academic Motivation Scale was used and the method of the diagnostic survey using the questionnaire technique was applied. Results indicated that the respondents were a homogeneous group. The students scored the highest on two subscales of extrinsic motivation (external regulation and identification) and on the subscale of intrinsic motivation to know. Results revealed significant difference between female students of different universities regarding amotivation. Female students of the university of economics scored higher on amotivation than female students of other universities. Diagnosis of students’ motivation requires regular monitoring and should be done at least two times every education cycle. The most alarming result regarding students’ motivation to study is the high, or even soaring level of amotivation. Conversely, the internal motivation is the most autonomous and therefore the most desirable type of motivation for students and should be nurtured. Internal motivation refers to the act of doing something for the sole pleasure of the activity, excluding the external structure of punishment and reward, the so-called “carrot and stick” method.

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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.

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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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