![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students’ motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in China. The present study aimed to revise and validate AMS in China. The AMS was administered to 882 traditional high school students and 419 vocational high students. A retest was administered to 67 traditional high school students 2 months later. Confirmatory factor analysis (CFA) demonstrated that the seven-factor model fitted the data well in both samples. Further analysis revealed that each subscale showed satisfactory Cronbach’s alpha and test–retest reliability. The AMS also showed significant correlations with criteria such as basic psychological needs, school satisfaction, perceived autonomy in the classroom, and other motivational counterparts, demonstrating good criterion-related validity. Group comparison showed that traditional high school students were more intrinsically motivated, less extrinsically motivated, and less amotivated than vocational high school students, providing support for its discriminant validity. In conclusion, the Chinese version of AMS was psychometrically sound and could be applied in China.
References
Section:
|
Akoto, E. O. (2014). Cross-cultural factorial validity of the academic motivation scale. Cross Cultural Management: An International Journal, 21, 105-125. Google Scholar | |
|
Alivernini, F., Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104, 241-252. Google Scholar | Crossref | ISI | |
|
Allen, M. J., Yen, W. M. (2002). Introduction to measurement theory. Monterey, CA: Waveland Press. (Original work published 1979) Google Scholar | |
|
Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23, 189-202. Google Scholar | Crossref | ISI | |
|
Barkoukis, V., Tsorbatzoudis, H., Grouios, G., Sideridis, G. (2008). The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice, 15, 39-55. Google Scholar | Crossref | |
|
Berings, D., De Fruyt, F. (1991). Schoolmoeheid en de rol van leerlinggebonden factoren: Een correlationeel onderzoek in het beroepssecundair onderwijs [School weariness and pupil characteristics: A correlational study in secondary vocational education]. Pedagogisch Tijdschrift, 16, 234-251. Google Scholar | |
|
Black, A. E., Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756. Google Scholar | Crossref | ISI | |
|
Carbonneau, N., Vallerand, R. J., Lafrenière, M. A. (2012). Toward a tripartite model of intrinsic motivation. Journal of Personality, 80, 1147-1178. Google Scholar | Crossref | Medline | ISI | |
|
Chemolli, E., Gagné, M. (2014). Evidence against the continuum structure underlying motivation measures derived from self-determination theory. Psychological Assessment, 26, 575-585. Google Scholar | Crossref | Medline | ISI | |
|
Cokley, K. O. (2000). An investigation of academic self-concept and its relationship to academic achievement in African American college students. Journal of Black Psychology, 26, 148-164. Google Scholar | SAGE Journals | |
|
Cokley, K. O., Bernard, N., Cunningham, D., Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109-119. Google Scholar | ISI | |
|
Côté, J. E., Levine, C. G. (2000). Attitude versus aptitude: Is intelligence or motivation more important for positive higher-educational outcomes? Journal of Adolescent Research, 15, 58-80. Google Scholar | SAGE Journals | ISI | |
|
Creten, H., Lens, W., Simons, J. (1998, March). The role of perceived instrumentality in student motivation. Paper presented at the Sixth Workshop on Achievement and Task Motivation, Thessaloniki, Greece. Google Scholar | |
|
Creten, H., Lens, W., Simons, J. (2001). The role of perceived instrumentality in student motivation. In Efklides, A., Kuhl, J., Sorrentino, R. M. (Eds.), Trends and prospects in motivation research (pp. 37-45). Dordrecht, The Netherlands: Springer. Google Scholar | |
|
Deci, E. L., Ryan, R. M. (1985). The General Causality Orientations Scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134. Google Scholar | Crossref | ISI | |
|
Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930-942. Google Scholar | SAGE Journals | ISI | |
|
Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346. Google Scholar | Crossref | ISI | |
|
Fairchild, A. J., Horst, S. J., Finney, S. J., Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331-358. Google Scholar | Crossref | ISI | |
|
Fortier, M. S., Vallerand, R. J., Guay, F. (1995a). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274. Google Scholar | Crossref | ISI | |
|
Fortier, M. S., Vallerand, R. J., Guay, F. (1995b). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. Google Scholar | ISI | |
|
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199-223. Google Scholar | Crossref | ISI | |
|
Gagné, M., Forest, J., Gilbert, M. H., Aubé, C., Morin, E., Malorni, A. (2010). The Motivation at Work Scale: Validation evidence in two languages. Educational and Psychological Measurement, 70, 628-646. Google Scholar | SAGE Journals | ISI | |
|
Guay, F., Morin, A. J., Litalien, D., Valois, P., Vallerand, R. J. (2015). Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83, 51-82. doi:10.1080/00220973.2013.876231 Google Scholar | Crossref | ISI | |
|
Guo, K. Y., Zhu, W. L., Zhu, Q., Zhu, M. L., Zuo, P. Y., Lin, D. H. (2014). Parent-child communication and perceived well-being: The mediating effects of basic psychological needs satisfaction among rural children in China. Psychological Development and Education, 30, 129-136. [In Chinese] Google Scholar | |
|
Hilpert, J. C., Stempien, J., van der Hoeven Kraft, K. J., Husman, J. (2013). Evidence for the latent factor structure of the MSLQ: A new conceptualization of an established questionnaire. SAGE Open, 3(4), 1-10. Google Scholar | SAGE Journals | |
|
Hu, L. T., Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. Google Scholar | Crossref | ISI | |
|
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158. Google Scholar | Crossref | |
|
Jacobs, C. (1994). De motivatie van leerlingen in het beroepsonderwijs: Een beschrijvend onderzoek waarbij de leerlingen zelf aan het woord komen [Student motivation in vocational education: A descriptive study where students have their saying] (Unpublished master’s thesis). University of Leuven, Belgium. Google Scholar | |
|
Jiang, Z. P., Yu, G. L. (2006). The development of the mental health scale for middle vocational school students. Chinese Journal of Behavioral Medicine Science, 15, 389-391. Google Scholar | |
|
Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49, 740-744. Google Scholar | Crossref | Medline | ISI | |
|
Lee, W., Reeve, J., Xue, Y., Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: An fMRI study. Neuroscience Research, 73, 68-72. Google Scholar | Crossref | Medline | ISI | |
|
Legault, L., Green-Demers, I., Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582. Google Scholar | Crossref | ISI | |
|
Leung, C. Y. W., McBride-Chang, C., Lai, B. P. Y. (2004). Relations among maternal parenting style, academic competence, and life satisfaction in Chinese early adolescents. The Journal of Early Adolescence, 24, 113-143. Google Scholar | SAGE Journals | ISI | |
|
Liu, W., Tian, L., Gilman, R. (2005). A cross-cultural study on life satisfaction between Chinese and American middle school students. Chinese Mental Health Journal, 19, 319-321. [In Chinese] Google Scholar | |
|
Meece, J. L., Anderman, E. M., Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503. Google Scholar | Crossref | Medline | ISI | |
|
Millette, V., Gagné, M. (2008). Designing volunteers’ tasks to maximize motivation, satisfaction and performance: The impact of job characteristics on volunteer engagement. Motivation and Emotion, 32, 11-22. Google Scholar | Crossref | ISI | |
|
Millsap, R. E., Kwok, O. M. (2004). Evaluating the impact of partial factorial invariance on selection in two populations. Psychological Methods, 9, 93-115. Google Scholar | Crossref | Medline | ISI | |
|
Milyavskaya, M., Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387-391. Google Scholar | Crossref | ISI | |
|
Molnar, A., Lindquist, B. (1989). Changing problem behavior in schools. San Francisco, CA: Jossey Bass. Google Scholar | |
|
Moore, S., Armstrong, C., Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education Policy and Management, 30, 15-24. Google Scholar | Crossref | |
|
Muthén, L. K., Muthén, B. O. (1998-2012). Mplus User’s Guide (7th ed.). Los Angeles, CA: Author. Google Scholar | |
|
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell. Google Scholar | |
|
Otis, N., Grouzet, F. M., Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183. Google Scholar | Crossref | ISI | |
|
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Briére, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279-306. Google Scholar | Crossref | ISI | |
|
Pintrich, P. R., Smith, D. A., García, T., McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53, 801-813. Google Scholar | SAGE Journals | ISI | |
|
Rao, N., Moely, B. E., Sachs, J. (2000). Motivational beliefs, study strategies, and mathematics attainment in high-and low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287-316. Google Scholar | Crossref | Medline | ISI | |
|
Rao, N., Sachs, J. (1999). Confirmatory factor analysis of the Chinese version of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 59, 1016-1029. Google Scholar | SAGE Journals | ISI | |
|
Ratelle, C. F., Guay, F., Larose, S., Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754. Google Scholar | Crossref | ISI | |
|
Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746. Google Scholar | Crossref | ISI | |
|
Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Google Scholar | Crossref | Medline | ISI | |
|
Ryan, R. M., Kuhl, J., Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9, 701-728. Google Scholar | Crossref | Medline | ISI | |
|
Schafer, J. L. (1997). Analysis of incomplete multivariate data. London, England: Chapman & Hall. Google Scholar | Crossref | |
|
Stover, J. B., de la Iglesia, G., Boubeta, A. R., Liporace, M. F. (2012). Academic Motivation Scale: Adaptation and psychometric analyses for high school and college students. Psychology Research and Behavior Management, 5, 71-83. Google Scholar | Crossref | Medline | |
|
Stringer, C., Didham, J., Theivananthampillai, P. (2011). Motivation, pay satisfaction, and job satisfaction of front-line employees. Qualitative Research in Accounting & Management, 8, 161-179. Google Scholar | Crossref | |
|
Sue, S. (1999). Science, ethnicity, and bias: Where have we gone wrong? American Psychologist, 54, 1070-1077. Google Scholar | Crossref | Medline | ISI | |
|
Vallerand, R. J., Blais, M. R., Briere, N. M., Pelletier, L. G. (1989). Construction and validation of the Motivation Toward Education Scale. Canadian Journal of Behavioural Science Revue Canadienne, 21, 323-349. Google Scholar | Crossref | ISI | |
|
Vallerand, R. J., Fortier, M. S., Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. Google Scholar | Crossref | Medline | ISI | |
|
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017. Google Scholar | SAGE Journals | ISI | |
|
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159-172. Google Scholar | SAGE Journals | ISI | |
|
Webb, D., Soutar, G. N., Mazzarol, T., Saldaris, P. (2013). Self-determination theory and consumer behavioural change: Evidence from a household energy-saving behavior study. Journal of Environmental Psychology, 35, 59-66. Google Scholar | Crossref | ISI | |
|
Weinstein, N., Ryan, R. M. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology, 98, 222-244. Google Scholar | Crossref | Medline | ISI | |
|
Williams, G. C., Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779. Google Scholar | Crossref | Medline | ISI | |
|
Williams, G. C., Saizow, R., Ross, L., Deci, E. L. (1997). Motivation underlying career choice for internal medicine and surgery. Social Science & Medicine, 45, 1705-1713. Google Scholar | Crossref | Medline | ISI | |
|
Yu, H. J. (2010). Empirical study on reasons of students selecting secondary vocational schools. Vocational and Technical Education, 32(620), 40-43. Google Scholar | |
|
Zimmerman, B. J., Bandura, A., Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. Google Scholar | SAGE Journals | ISI |
