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.

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.

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

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Diener et ses collegues (Diener, Emmons, Larsen, & Griffin, 1985) ont recemment developpe un questionnaire evaluant la satisfaction globale de vie. Cet instrument est fort interessant car il demontre de bonnes caracteristiques psychometriques, il est tres rapide a administrer, et peut etre utilise avec differents groupes d'ages. Par ailleurs, il n'existe a notre connaissance aucun instrument de satisfaction globale de vie en langue francai.se rcpondant a des normes psychometriques acceptables. Le but de cet article etait done de traduire en francais le "Satisfaction With Life Scale" (SWLS; Diener et al., 1985) et de valider cette version (Echelle de Satisfaction de Vie; ESV) aupres d'etudiants et de personnes agees canadiens-francais. Les proprietes psychometriques de I'ESV ont etc cvaluees dans cinq etudes impliquant 827 etudiants de niveau collegial (Etudes 1 et 2), 44 etudiants de niveau universitaire (Etude 3) de meme que 313 personnes agees (Etudes 4 et 5). Les resultats demontrent de facon constante des indices acceptables de fidelite et de validite de 1'ESV, tie meme que des caracteristiques psychometriques tres similaires a la version originale (SWLS). Par ailleurs, la structure unidimensionnelle du construit de satisfaction de vie fut confirmee par des analyses factorielles exploratoires et confirmatoires (i.e., LISREL) aupres des etudiants et des personnes agees. Les analyses factorielles confirmatoires de type LISREL demontrent egalement de facon empirique que la structure factorielle est equivalente pour ces deux types de populations. Des normes pour la popula tion d'etudiants de niveau collegial de meme que pour les personnes agees sont presentees. L'experience du bonheur et du bien-etre dans notre vie est un sujet des plus importants pour la majorite des gens (Andrews & Withey, 1976). II va de soi que, deja depuis longtemps, Ton ait essaye de mieux comprendre comment et pourquoi les gens ressentent et evaluent leur vie de fagon positive. Effectivement, le concept du bien-etre subjectif a ete un sujet d'interet des philosophes depuis des millenaires. Par contre, ce n'est que depuis la derniere decennie que Ton peut observer une croissance rapide d'etudes scientifiques sur ce theme (Diener, 1984).Certains auteurs soulignent que la nature de ce concept se caracterise par trois composantes soit: la composante des emotions positives, des emotions negatives, et la composante "cognitive-evaluative" (Andrews & Withey, 1976;Diener, 1984;Diener, Emmons, Larsen, &Griffin, 1985). Selon Diener et al. (1985), le concept de la satisfaction de vie correspond a cette derniere composante du bien-etre subjectif. Cet article fut realise grace au support financier du Fond pour la Formation des Chercheurs et I'Aide a la Recherche (FCAR, Quebec), du Conseil dc Recherche en Sciences Humaincs (CRSH), et le Conseil Quebecois de la Recherche Sociale. Nous tenons a remercier le Dr. Ed Diener pour avoir donne son accord au projet de traduction du SWLS. Les demandes de tires-a-part doivent etre adressees a

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In an interprofessional approach to shared decision-making (IP-SDM), an interprofessional team collaborates in identifying best options and helps patients determine their preferences, enabling them to take more control over the treatment plan. However, little is known about fostering IP-SDM in Canada's healthcare system. Therefore, we sought to evaluate health professionals' intentions to engage in IP-SDM in home care and explore the factors associated with this intention. A total of 272 eligible home care providers completed a questionnaire based on the theory of planned behavior. Eight managers and one healthcare team caring for the frail elderly were interviewed about possible barriers and facilitators. Analysis involved descriptive statistics and multivariate analysis of quantitative data and content analysis of qualitative data. On a scale of − 3 (strongly disagree) to +3 (strongly agree), the mean intention to engage in IP-SDM was positive (1.42 ± 1.39). The intention was influenced by the following theory-based determinants (R2 = 57%; p ≤ 0.002), i.e. cognitive attitude (p < 0.001) subjective norm (p < 0.0001) and perceived behavioral control (p < 0.0001), with variations depending on the type of provider. Barriers included lack of time, poor team cohesion and high staff turnover. Facilitators included team cohesion and shared tools. Future programs implementing IP-SDM could address these barriers and facilitators.