A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample

By Kevin Cokley, Naijean Bernard, Dana Cunningham, Janice Motoike. 2001

260 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9deba8cb8d1b7524e185f54cdf7b0fa2ba602e5b

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale (2015, methodology): “Cokley et al. (2001) English University students 263 Partially supported via CFA: SRMR = .08, RMSEA = .07, and CFI = .90 are adequate, but the NFI = .83 is low.”
The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale (2008, methodology): “Estimates were high and acceptable, similar to those reported previously (Vallerand et al. 1992, 1993; Cokley et al. 2001).”
The Effect of Action Orientation on the Academic Performance of Undergraduate Marketing Majors (2004, methodology): “Evidence of the dimensionality of the instrument is found in Cokley et al. (2001) and Vallerand et al. (1992, 1993).”
Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective (2008, background): “2 Few authors (e.g., Cokley et al., 2001; Fairchild et al., 2005) questioned the distinctiveness of IM toward Knowledge and Accomplishment sub-scales, insofar as they appeared very correlated (>.86).”
The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning (2005, background): “Equipping students with self-regulatory abilities not only contributes to success in formal education but also promotes lifelong learning (Bandura 1993) and represents the highest form of cognitive engagement (Corno 1986).”
What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth. (2003, background): “Consistent with previous research (Cokley, 2002; Cokley et al., 2001; Deci et al., 1981), this model proposes that intrinsic motivation contributes to self-esteem and academic self-concept, and proposes that self-esteem contributes to academic selfconcept.”
Big-Fish-Little-Pond Effect (2010, result): “However, contrary to previous research (Cokley et al., 2001), students also had higher mathematics self-concepts if they were extrinsically motivated.”
The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students (2016, background): “However, opposed to what SDT proposes, the phi-matrices revealed that the introjected regulation subscale was highly correlated with the intrinsic motivation subscales, thereby indicating that the extrinsic type of motivation has much in common with the intrinsic motivation subscales.”
Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools (2008, result): “’s (1993) hypotheses and in line with previous research (Cokley et al., 2001), the results of the study indicate that the three intrinsic motivation subscales and the three extrinsic motivation subscales are not correlated with English and math GPA for both nonimmigrant and immigrant adolescents.”