The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students
By B. K. Utvær, G. Haugan. 2016
97 citations recorded by the source corpus.
Self-determination theory (SDT) distinguishes types of motivation according to types of self-regulation along a continuum of internalisation. Types of motivation vary in quality and outcomes and are frequently used in research as predictors of educational outcomes such as learning, performance, engagement, and persistence. The Academic Motivation Scale (AMS), which is based on the SDT, has not previously been evaluated in Norway. In response, by using correlation and confirmatory factor analysis, we examined the dimensionality, reliability, and construct validity of the AMS among vocational health and social care students. Our hypothesised 7-factor model demonstrated the best fit, while the AMS demonstrated good reliability and construct validity in the sample of students. However, some improvements remain necessary. In predicting the rate of school completion among students on vocational tracks, amotivation and identified regulation appeared to be more powerful as intrinsic motivational variables.
Subfields: Applied Psychology, Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/53117a950c118a6d76c8afbf9947687dfb25e8d4
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In Applied Psychology
Citations in the corpus
- Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries (2021, background): “Extant studies have categorized two types of motivations, extrinsic and intrinsic motivations, as different motivations are considered differently in the way an individual regulates his/her behaviors (Meece & Holt, 1993; Moyo, 2009; Utvær & Haugan, 2016; Zimmerman et al., 1992).”