Longitudinal Cross-Gender Factorial Invariance of the Academic Motivation Scale

By F. Grouzet, Nancy Otis, L. Pelletier. 2006

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17dfd805c80f0dcc64d8747ef06e7221dcf1a6bf

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation (2016, unknown): “Past research has demonstrated the validity and reliability of this scale, including its invariance in measurement across gender and grade level (Grouzet et al., 2006; Otis et al., 2005; Otis & Pelletier, 2005; Vallerand et al., 1993).”
A cross-cultural analysis of autonomy in education (2009, background): “Several studies have directly addressed the statistical invariance of the SDTbased scales of autonomous motivation across time, genders and cultures (Chirkov and Ryan, 2001; Chirkov, Ryan, Kim, and Kaplan, 2003; Grouzet, Otis, and Pelletier, 2006; Roth, Assor, Kanat-Maymon, and Kaplan, 2006).”
The academic motivation scale (AMS): Factorial structure, invariance, and validity in the Italian context (2008, result): “…which reflecting different types of extrinsic motivation and three distinguishing between forms of intrinsic motivation, more recent studies (e.g., Grouzet et al., 2006; Otis, Grouzet, & Pelletier, 2005; Ratelle, Guay, Larose, & Senecal, 2004) considered only one dimension of intrinsic motivation…”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, methodology): “corroborates the findings of past research regarding gender-invariance of coping and motivation 12 measures (Gaudreau, El Ali, & Marivain, 2005; Grouzet et al., 2006).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, methodology): “The AMS has been validated with various samples including English- and French-speaking students, from the high school to university levels, and it has also been tested for factorial invariance across gender and time ( Grouzet, Otis, & Pelletier, 2006 ).”
Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools (2008, unknown): “, Guay & Vallerand, 1997; Lavigne, Vallerand, & Miquelon, 2007; Pelletier, Séguin-Lévesque, & Legault, 2002; Vallerand, Fortier, & Guay, 1997), providing support for its construct and predictive validity (Grouzet et al., 2006).”
The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students (2016, methodology): “Various studies have supported the proposed pattern of correlations among different types of motivation (Alivernini & Lucidi, 2008; Grouzet et al., 2006; Otis et al., 2005).”