[PDF] The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students | Semantic Scholar (2024)

FAQs

Is the academic motivation scale reliable? ›

Various studies indicate favourable reliability scores for the AMS‑C. The original study conducted by Vallerand et al. (1992) found Cronbach's alpha coefficients for the seven‑ factor structure ranging between 0.83 and 0.86.

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).

Seven subscores are reported: Intrinsic motivation to know and learn (four items) Intrinsic motivation towards achievement and accomplishment (four items) Intrinsic motivation to experience stimulation and engagement (four items)

Academic motivation refers to the cause of behaviors that are in some way related to academic functioning and success, such as how much effort students put forth, how effectively they regulate their work, which endeavors they choose to pursue, and how persistent they are when faced with obstacles (Schunk et al. 2008).

The Total Motivation score is determined by summing responses to all ten items. The Importance scale, derived by summing responses to items 1, 3, 4, 5, and 8, provides a measure of the personal relevance of the test to the examinee.

Vallerand et al. [34] developed the AMS, which is based on theoretical frame of self-determination theory [19]. The AMS is one of the most popular measures of motivation in the academic area [35]. The AMS that was composed by Vallerand et al.

The Student Motivation Scale is an instru- ment that measures students' motivation and academic resilience. It assesses these two dimensions through five boosters and four guzzlers.

Academic achievement is almost entirely measured with grades (by course or assignment) and GPA. This is unsurprising since grades and GPA measures are by far the most readily available assessments for institutions.

The achievement motivation scale was developed based on McClelland's theoretical construct. Based on the results of exploratory factor analysis, the initial four dimensions/attributes were reduced to one dimension/attribute, namely the preference for challenging academic tasks to be completed.

In domain-specific questionnaires, types of motivation are measured by questions that specifically ask about 'why' the respondent is performing a specific task. Responses that describe internal motivations, the absence of external pressure, and enjoyment indicate intrinsic motivation.

What scales measure academic self efficacy? ›

Academic Self-Efficacy Scale

Academic behavior efficacy also consists of 11 items and examines students' confidence in regulating their learning activities. A 6-point Likert scale ranging from 1 (completely inconsistent) to 6 (completely consistent) was used. The higher the score, the stronger the sense of ASE.

The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants' subjective experience related to a target activity in laboratory experiments.

The impact and the influence of motivation on students' academic achievements and how motivation plays a vital role in learning have been well researched; many well-conducted studies over the past decades have shown that students' motivation has a high positive correlation with their academic performance.

Intrinsic motivation is positively related to academic performance throughout all age groups, while extrinsic motivation has a more vital influence on students' performance as they grow up.

The scale was designed with a single-factor structure in order to gauge its capacity to measure procrastination in perfectionism. The reliability data provided by the author are acceptable (α = . 86). Nevertheless, more in-depth analyses were carried out to ascertain the instrument's factorial validity.

The results showed that a single, first-order factorial model of overall academic self-efficacy fitted the data well, was reliable and invariant across time. In line with Nielsen et al.

Adaptability and resilience are priceless possessions that predict success far more than good grades and high SAT scores.

Test-retest reliability is a measure of consistency between two measurements (tests) of the same construct administered to the same sample at two different points in time. If the observations have not changed substantially between the two tests, then the measure is reliable.