A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirmed the seven-factor structure of the AMS. Finally, gender differences obtained with the EME were basically replicated with the AMS. In sum, the present findings provide adequate support for the factorial validity and reliability of the AMS and support its use in educational research on motivation.

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A new measure of motivation toward sport has been developed in French, namely the Echelle de Motivation vis-à-vis les Sports. Two studies were conducted to translate and validate this new measure in English. The Sport Motivation Scale (SMS) consists of seven subscales that measure three types of Intrinsic Motivation (IM; IM to Know, IM to Accomplish Things, and IM to Experience Stimulation), three forms of regulation for Extrinsic Motivation (Identified, Introjected, and External), and Amotivation. The first study confirmed the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern confirming the self-determination continuum and the construct validity of the scale. Gender differences were similar to those obtained with the French-Canadian version. The more self-determined forms of motivation were associated with more positive responses on related consequences. In a second study, the SMS was administered on two occasions and revealed adequate test-retest reliability.

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Le but de cet article consiste a presenter les resultats de trois etudes ayant pour objectif de construire et de valider un nouvel instrument mesurant la motivation en education, soit l'Echelle de Motivation en Education (EME). L'EME est formee de 7 sous-echelles mesurant trois types de motivation intrinseque (motivation intrinseque a la connaissance, a I'accomplissement et aux sensations), trois types de motivation extrinseque (regulation externe, introjectee et identifiee) et l'amotivation. Dans l'ensemble, les resultats revelent que I'EME possede une coherence interne satisfaisante ainsi qu'une stabilite temporelle elevee. Les resultats d'une analyse factorielle confirmatoire ont egalement confirme la structure a 7 facteurs de l'EME. En plus, la validite de construit de l'EME a ete soutenue par une serie de correlations entre les 7 sous-echelles ainsi qu'entre ces dernieres et certaines variables servant d'antecedents et de consequences pertinentes pour le secteur de I'education. Les presents resultats apportent done un soutien a la validite et la fidelite de l'EME. Cette derniere semble done prete a etre utilisee en recherche dans le milieu de I'education. A cet effet, on suggere certaines pistes pour l'utilisation de l'EME tant en recherche fondamentale qu'appliquee.

A new measure of motivation toward education has been developed in French, namely the "Echelle de Motivation en Education" (EME). The EME is based on the tenets of self-determination theory and is composed of seven subscales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish

When teachers are more supportive of autonomy and less controlling, students demonstrate higher levels of intrinsic motivation and self-determination. The purpose of this study was to examine socialcontextual conditions that led teachers (N ϭ 254) who taught classes from Grades 1 to 12 to be more autonomy supportive versus controlling with their students. Using structural equation modeling, the authors observed that the more teachers perceive pressure from above (they have to comply with a curriculum, with colleagues, and with performance standards) and pressure from below (they perceived their students to be nonself-determined), the less they are self-determined toward teaching. In turn, the less they are self-determined toward teaching, the more they become controlling with students.

The purpose of this study was to test a motivational model of sport dropout that integrates the four-stage causal sequence proposed by the Hierarchical Model of Vallerand (1997) and elements from achievement goal theory (Nicholls, 1989). The model posits that a task involving motivational climate facilitates, while an ego-involving climate undermines, perceptions of competence, autonomy, and relatedness. In turn, feeling incompetent, non-autonomous, and unrelated to others undermines self-determined motivation toward handball which leads to the intention of dropping out of the game. Finally, such intentions are implemented later. Three hundred and thirty-five female handballers completed a motivation questionnaire and were followed for 21 months. In France, as in many Western countries, an increasing number of people engage in sport (see for example, Ewing & Seefeldt, 1996;Russell, Allen, & Wilson, 1996;Wankel & Mummery, 1996). In 1997, 14 million individuals were registered in French sporting federations (Data of the Ministry for Youth and Sports, 1997). However, this massive passion for sport masks a paradox: a massive number of teenagers, particularly girls, drop out from sport every year (Gould, 1987;Russell al., 1996;Sallis & Patrick, 1996;Wankel & Mummery, 1996). For example, 50% of French women handball players drop out between 13 and 15 years of age (Guillet & Sarrazin, 1999, unpublished data, University of Grenoble, France). Given the multiple benefits of the regular practice of physical activity revealed in many studies (see Martinsen & Stephens, 1994, for a review), it is unfortunate that a large number of children and teenagers terminate their participation in a physical activity. Moreover, some experts identified adolescents as a group 'at risk' due to declining physical activity and subsequent health-related behaviour and outcomes (Sallis & Patrick, 1996). If the goal is to increase the physical activity level of the teenage population, more research is needed with regard to factors related to their physical activity. A key variable to look at when attempting to predict sport participation is motivation (Vallerand, Deci, & Ryan, 1987;Vallerand & Losier, 1999;Vallerand & Rousseau, 2001). 'Motivation represents the hypothetical construct used to describe the internal and/or external forces that produce the initiation, direction, intensity, and persistence of behaviour ' (Vallerand & Thill, 1993, p. 18, translated by the authors). Various motivational theories can be useful with respect to the study of sport dropout (see Gould, 1987;Weiss & Chaumeton, 1992;Sarrazin & Guillet, 2001, for reviews). However, a model that seems particularly well suited to study the dropout issue is the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM, Vallerand, 1997; Vallerand & Ratelle, in press). Drawing its roots in self-determination theory , 1991, the HMIEM model has furthered our understanding of motivational processes involved in the dropout issue in education (Vallerand, Fortier, & Guay, 1997...