Academic Motivation Scale: Adaptation and psychometric analyses for Romanian high school students
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ROBU, Viorel, RUSNAC, Svetlana, CARANFIL, Narcisa Gianina. Academic Motivation Scale: Adaptation and psychometric analyses for Romanian high school students. In: Contemporary methodological guidelines and practices in social sciences, 17-18 octombrie 2019, Chişinău. Chişinău: "Print-Caro" SRL, 2019, pp. 17-18. ISBN 978-9975-56-693-3.
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Contemporary methodological guidelines and practices in social sciences 2019
Conferința "Contemporary methodological guidelines and practices in social sciences "
Chişinău, Moldova, 17-18 octombrie 2019

Academic Motivation Scale: Adaptation and psychometric analyses for Romanian high school students


Pag. 17-18

Robu Viorel1, Rusnac Svetlana2, Caranfil Narcisa Gianina2
 
1 "Vasile Alecsandri" University of Bacau,
2 Free International University of Moldova
 
Disponibil în IBN: 28 octombrie 2019


Rezumat

One of the most studied topics in educational psychology is academic motivation. Several measures of the academic motivation are available. The Academic Motivation Scale (AMS; Vallerand et al., 1989, 1992, 1993) is one of the most used instruments. This measure is based on self-determination theory (Deci & Ryan, 1991, 2000; Ryan & Deci, 2000). AMS has been translated into several languages and adapted to different cultural contexts. Several studies have been conducted with adolescents and college students and confirmed the psychometric qualities of the AMS. This study aims to validate the Romanian version of the Academic Motivation Scale-High School (AMS-HS; k = 28 items). The AMS-HS is composed of seven subscales assessing three types of intrinsic motivation (i.e., intrinsic motivation to know, to accomplish things, and to experience stimulation), there types of extrinsic motivation (i.e., external, introjected, and identified regulation), and amotivation. Extensive data support the reliability and validity of the AMS-HS. The participants were 1849 high school students (1039 girls, 810 boys) with a mean age of 16.6 years. Using confirmatory factor analysis a seven-factor model of the scale, as well as three alternative models (five-, three-, and one-factor models) were investigated and compared with each other. A metric model with two second-order and seven first-order latent factors was also tested. The seven-factor model provided an acceptable fit to the data. The fit indices obtained from the model based on two second-order and seven first-order factors were acceptable also. Internal consistency indices ranged between .72 and -  .89. Gender differences were statistically significant, but small in magnitude. The school level showed significant effects on the AMS-HS scores. Comparisons by family status and high school specialization were also performed. The concurrent validity of AMS-HS was assessed by correlating its subscales with the Student Engagement in School/Four-Dimension Scale (SES/4DS; Veiga, 2013, 2016; Veiga & Robu, 2014). The results indicate that Romanian version of the AMS-HS can be administered to explore the dimensions of academic motivation based on the theory of self-determination.

Cuvinte-cheie
academic motivation, Academic Motivation Scale-High School, Romanian version, high school students, psychometric qualities