Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale

Guay, Frédéric; Morin, Alexandre J. S.; Litalien, David; Valois, Pierre; Vallerand, Robert J.

doi:10.1080/00220973.2013.876231

Cited by 180 publications

(220 citation statements)

References 56 publications

Supporting

Mentioning

185

Contrasting

Unclassified

Order By: Relevance

“…In response to the proposed objective, the instrument's psychometric properties were examined in a sample of pre-service teachers. In accordance with the results of previous research (Barkoukis et al, 2008;Guay, Morin, Litalien, Valois, & Vallerand, 2015;Núñez et al, 2010;Stover et al, 2012), the confirmatory factorial analysis, conducted to provide evidence of validity based on internal structure, considered the factor correlated model originally proposed by Vallerand et al (1989), as well as, different alternative models that could be supported by the SDT postulates. Furthermore, the instrument's invariance across gender, its internal consistency and temporal stability were analysed.…”

Section: Introductionmentioning

confidence: 52%

Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

et al. 2017

View full text Add to dashboard Cite

Título: Revisión de la escala de motivación educativa. Inclusión de la regulación integrada para medir la motivación en la formación inicial del profesorado Resumen: El objetivo de este estudio fue incorporar la medida de la regulación integrada en la Échelle de Motivation en Éducation en el contexto español de la formación inicial del profesorado. Participaron 496 profesores en formación inicial (233 hombres and 263 mujeres; Medad = 25.70, DT = 4.23) del master en formación del profesorado en educación secundaria y bachillerato, formación profesional y enseñanza de idiomas. El análisis factorial confirmatorio mostró aceptables índices de ajuste para la estructura de 8 factores, la cual permaneció invariante respecto al género. La consistencia interna y la estabilidad temporal fueron satisfactorias para cada uno de los 8 factores. El análisis de regresión lineal indicó que la regulación integrada fue el mayor predictor sobre la intención de convertirse en docente. El nuevo instrumento puede contribuir a una comprensión más profunda de los procesos motivacionales involucrados en la formación inicial del profesorado. Palabras clave: motivación; propiedades psicométricas; teoría de la autodeterminación; profesorado en formación inicial.Abstract: The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Spanish initial teacher education context. There were 496 student participants (233 men and 263 women; Mage = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The confirmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Internal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regulation was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motivational processes involved in the initial teacher education context.

show abstract

Section: Introductionmentioning

confidence: 52%

Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

et al. 2017

View full text Add to dashboard Cite

show abstract

“…In contrast, these same studies show that the free estimation of cross-loadings, even when none are present in the population model, still provides unbiased estimates of the factor correlations (also see Asparouhov, Muthén, & Morin, 2015;. Importantly, recent studies also conducted on motivational data have also shown the clear advantages of using ESEM (Guay, Morin, Litalien, Valois, & Vallerand, 2015;. Furthermore, it is now possible to rely on a confirmatory approach to the estimation of EFA/ESEM models though the use of target rotation Browne, 2001).…”

Section: Preliminary Measurement Models and Tests Of Measurement Invamentioning

confidence: 95%

Achievement goal profiles among adolescent males and females.

Litalien

Morin

McInerney

2017

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple goals perspective based on personal investment theory, this longitudinal study investigated whether males and females shared similar goal profiles, and whether the predictors (facilitating conditions) and outcomes (learning processes, task perseverance, and future aspirations) of these profiles were equivalent across genders. Profiles were extracted from 8 types of academic goals, based on a large sample of Hong Kong high school students (N = 7,848). Findings revealed 5 distinctive profiles for both males and females. Although the relative size of these profiles differed across samples of male and female students, the results show that 4 of these profiles were mostly equivalent across genders. Predictors of membership into these profiles were also equivalent across genders, whereas their relative outcomes were specific to gender.

show abstract

“…According to this conception, correlations between measures of behavioural regulations should exhibit a simplex pattern whereby motivation types more proximally located on the continuum are more strongly associated than with those more distally located. In fact, such SDT-based measures often do not conform to this pattern (Guay, Morin, Litalien, Valois, & Vallerand, 2015). Chemolli and Gagné (2014) argued that the continuum conception, with the regulatory types ordered along a single dimension representing individual differences in autonomy, is not consistent with the idea that the forms of regulation described by SDT are qualitatively different, nor with the fact that individuals can endorse more than one form of regulation for a behaviour at the same time.…”

Section: Self-determination Theorymentioning

confidence: 96%

Using self-determination theory to understand motivation for walking: Instrument development and model testing using Bayesian structural equation modelling

Niven

Markland

2016

Psychology of Sport and Exercise

View full text Add to dashboard Cite

Objective: The motivational processes underpinning walking behaviour are not well understood. This study aimed to develop walking-specific motivation measures drawn from selfdetermination theory (SDT), assess the psychometric properties of the measures, incorporating Baysesian structural equation modelling (BSEM), and examine how these variables relate to walking behaviour.Method: Participants (n=298; mean age=41.69; S.D.=11.06; male =57) completed the Behavioural Regulations in Walking Questionnaire (BRWQ), Psychological Needs Satisfaction for Walking Scale (PNSWS) and the IPAQ-long form, from which measures of workplace, transport and leisure walking were extracted. BSEM was used to test the hypothesized factor structures of the BRWQ and PNSWS. Internal reliabilities were assessed using the composite reliability coefficient.Convergent and discriminant validity were assessed by examining the relationships between the variables in relation to established theory.Results: BSEM showed excellent fit for the BRWQ and PNSWS measurement models. The scales demonstrated good internal consistency. The associations within and between the BRWQ and PNSWS subscales were generally as expected. The relationship between the BRWQ subscales and walking for transport and leisure were also generally as expected, but there were no significant relationships for walking at work. Two PNSWS subscales were significantly related to walking for leisure, but no significant relationships were evident for walking for transport and at work. Conclusions:There is preliminary evidence for the acceptable psychometric properties of instruments to measure SDT constructs in walking, and the findings highlight the advantages of BSEM. The findings also suggest that the motivational processes underpinning walking may vary by type of walking. SELF-DETERMINATION THEORY AND WALKING 3

show abstract

Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale

Cited by 180 publications

References 56 publications

Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

Revisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado

Achievement goal profiles among adolescent males and females.

Using self-determination theory to understand motivation for walking: Instrument development and model testing using Bayesian structural equation modelling

Contact Info

Product

Resources

About