An Examination of the Validity of the Academic Motivation scale with a United States Business Student Sample

Abstract

This study examined alternative seven-, five-, and three-factor structures for the Academic Motivation Scale, with data from a large convenience sample of 2,078 students matriculating in various business courses at three AACSB-accredited regional comprehensive universities. In addition, the invariance of the scale's factor structure between male and female students and between undergraduate and Master's of Business Administration students was investigated. Finally, the internal consistency of the items loading on each of the seven AMS subscales was assessed as well as whether the correlations among the subscales supported a continuum of self-determination. Results for the full sample as well as the targeted subpopulations supported the seven factor configuration of the scale with adequate model fit achieved for all but the MBA student group. The data also generated acceptable internal consistency statistics for all of the subscales. However, in line with a number of previous studies, the correlations between subscales failed to fully support the scale's simplex structure as proposed by self-determination theory.

Cross-cultural comparative examination of the Academic Motivation Scale using exploratory structural equation modeling

“…Finally, gender invariance was assessed. Previous studies indicated various levels of gender invariance (e.g., Guay et al, 2015;Smith et al, 2010). Our results reinforce these and give strong support for the complete invariance of male-female groups on the level of latent mean invariance, further enhancing the cross-gender generalizability of the AMS.…”

“…Additionally, latent variancescovariances and latent means can also be investigated. Multiple invariance tests were carried out on AMS by comparing groups based on gender, types of high school, academic years, or the abilities of students (e.g., Alivernini & Lucidi, 2008;Caleon et al, 2015;Guay et al, 2015;Smith et al, 2010). The present study intends to test the replicability of these results and include further subgroups in the analyses as well by comparing Eastern European and Western European contexts.…”

Orientações motivacionais de alunos do ensino médio para física: considerações psicométricas

“…Normalmente, as pesquisas sobre motivação são realizadas utilizando instrumentos de auto-relato [18,23,[26][27][28]. Surge, com isso, uma preocupação quanto aos instrumentos de avaliação utilizados com essa população, pois, em sua maioria, são provenientes de estudos locais ou regionais [2,22,25,29,30], o que gera a necessidade de serem mais bem investigados, sobretudo no que se refere à validação para a realidade brasileira [31,32].…”

Atitude e motivação em relação ao desempenho acadêmico de alunos do curso de graduação em administração em disciplinas de estatística

“…Corroborando tal afirmativa, Smith et al (2010, p.323) e Hegarty (2010 afirmam que, mesmo depois de décadas, os pesquisadores ainda apresentam grande interesse na relação entre motivação e resultados educacionais.…”

“…Tais resultados foram ao encontro dos encontrados por Smith et al (2010), tendo em vista que todas as correlações apresentaram-se significantes, ao menos com 5%, exceto as correlações existentes entre as dimensões MECE / MIVE e DESM / MEIN.…”