The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation

By Andrew J. Martin. 2003

210 citations recorded by the source corpus.

This study examines the refined Student Motivation Scale applied to a sample of 2561 Australian high school students. The Student Motivation Scale measures six motivation boosters and four motivation guzzlers. Analysis of the data reveals a strong factor structure comprising reliable factors. Students scored relatively higher in self-belief, value of schooling, and learning focus but also relatively higher in anxiety. Senior and junior high school students reflect a more adaptive pattern of motivation than middle high school students—as do girls over boys. Boosters are more strongly (positively) correlated with mathematics and English achievement while guzzlers are more strongly (negatively) associated with literacy and numeracy. Data analysis also reveals ethnicity effects and effects associated with socioeconomic status. Taken together, examination of the data shows that the Student Motivation Scale is psychometrically sound and can be usefully implemented to determine groups of students at risk of disengagement, disinterest, and underachievement.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e177e6bbc58262b937be515d19a40815119b778c

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Initial and changing student teacher motivation and commitment to teaching (2008, background): “It also plays a large part in the interest and enjoyment of study (Martin, 2003).”
The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace (2005, methodology): “Motivation was measured using the Student Motivation Scale (Martin, 2001, 2003b) at the outset of the program, towards the end of the program, and again 6-8 weeks later.”
Big-Fish-Little-Pond Effect (2010, background): “Especially given that higher levels of anxiety have been linked with lower achievement (e.g., Chapell et al., 2005; Martin, 2003; Zeidner & Schleyer, 1998), these matters should be given priority.”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, methodology): “…validity-check items were included in the instrument, the psychometric properties (see below), the inter-factor correlations (see below), and data from previous research (e.g., Martin, 2001, 2003; Martin &Marsh, 2005, 2006) jointly indicate that the items and factors ‘behave’ in the ways intended.”
A multidimensional analysis of changes in mathematics motivation and engagement during high school (2013, background): “(Martin 2003, 2007b, 2009) and Martin, Malmberg and Liem (2010) present full details and evidence for the validity of the model.”
Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, background): “…and challenges unique to that time (Anderman & Midgley, 1997; Roeser, Eccles, & Sameroff, 2000); a decline in student motivation and engagement has been found to emerge during high school (see Wigfield & Tonks, 2002) and to continue into the middle years of high school (Martin, 2001, 2003, 2007).”
The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, methodology): “As the students will be asked to complete the SMES as well as an achievement measure, the shorter version of the SDQII was chosen for practical reasons, and to minimise the time required to administer the questionnaire battery.”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, methodology): “To this end, the sample was also administered items that explored adaptive cognitions, adaptive behaviours, impeding/maladaptive cognitions, and maladaptive behaviours from the MES-HS (Martin, 2001, 2003c, 2007a, 2007b) along with items that assessed academic self-concept and general self-esteem fro”
Boys and motivation (2003, background): “These two constructs are underpinned by a fear of failure (Martin 2001, 2002b, 2003b) and a number of commentators have identified fear of failure as being particularly pertinent to boys and their construction of gender.”