Evaluating existing and new validity evidence for the Academic Motivation Scale

By Amanda J. Fairchild, S. J. Horst, S. Finney, K. Barron. 2005

367 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/47fddfbf11bebdd6bbc25ae2c2963f59d4d6b54a

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective (2008, methodology): “General Discussion Several authors have recently called on researchers to begin to pay attention to the possible ways to combine different types of motivation, and more specifically, the different types of motivation proposed by SDT (Fairchild et al., 2005; Vallerand, 1997).”
Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale (2015, background): “Fairchild et al. (2005) analyzed the English version of the AMS in a sample of 1406 college students. CFA fit indices supported the factor structure of the AMS measurement model. However, the simplex correlation pattern was not fully supported among the AMS scales scores: the three types of IM corre”
Relationships Between Academic Motivation, Self-Efficacy, and Academic Procrastination (2014, methodology): “…and discriminant validity, with the IM subscale from the AMS converging with the work orientation and mastery subscales of the Work and Family Orientation Questionnaire (WOFO), and the EM subscale converging with the competitiveness subscale of the WOFO, among others (Fairchild et al., 2005).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, background): “86 in a study with a large English-speaking sample ( Fairchild, Horst, Finney, & Barron, 2005 ).”
The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students (2016, background): “That finding is in accordance with the results of previous studies (Can, 2015; Cokley et al., 2001, Fairchild et al., 2005).”
Gamification and student motivation (2016, methodology): “This is a validated scale that has been used in over 900 studies to date (Cokley, Bernard, Cunningham, & Motoike, 2001; Fairchild, Horst, Finney, & Barron, 2005).”
The academic motivation scale (AMS): Factorial structure, invariance, and validity in the Italian context (2008, methodology): “, Grouzet et al., 2006; Otis, Grouzet, & Pelletier, 2005; Ratelle, Guay, Larose, & Senecal, 2004) considered only one dimension of intrinsic motivation (intrinsic motivation to know) and therefore assessed five subscales instead of seven. Each subscale consisted of four items, and each item was a po”
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation (2017, neutral): “Secondly, past research using the AMS has also found at times a stronger than expected correlation between the identified and external regulation subscales (Fairchild et al., 2005; Guay et al., 2015; Vallerand et al., 1993).”
Academic motivation and information literacy self-efficacy: The importance of a simple desire to know (2016, background): “Numerous studies have highlighted the importance of motivation to academic achievement and performance (e.g., Ferrer-Caja & Weiss, 2000; Standage, Duda, & Ntoumanis, 2006; Vallerand et al., 1992) and to the acquisition of IL skills (e.g., Fairchild et al., 2005; Kuhlthau, 2004; Walker et al., 2006).”