Assessing the construct validity and reliability of the Academic Motivation Scale in the Vietnamese context

Abstract

Academic motivation is one of the most studied constructs in psychology. However, in Vietnam, the lack of valid and reliable instruments evaluating academic motivation has led to limitations in research on this topic. The Academic Motivation Scale (AMS) is widely applied to different contexts across the world. The purpose of the study is to assess the construct validity and reliability of the AMS with a sample of Vietnamese university students. participants and procedure The research study was conducted with a convenience sample of 341 university students. Male students accounted for 11.70% of participants. The average age was 20.28 with a standard deviation of 1.12. To participate in the study, students conducted an online questionnaire consisting of the AMS. We conducted confirmatory factor analysis (CFA) and correlation analysis and calculated Cronbach's α to examine the validity and reliability of the scale. results CFA indicated that the seven-factor model fitted the data best, with all the unstandardized factor loadings being statistically significant. Regarding reliability, AMS subscales had satisfactory Cronbach αs. Correlation analysis supported almost entirely the hypothesis about simplex structure of the AMS. conclusions Considering the results, we suggest that the AMS has met the requirements for validity and reliability, and could be used in research with Vietnamese university students on academic motivation itself and its relationships with other psychological constructs.

Factors Influencing Online Learning Engagement: International Students’ Perspective and the Role of Institutional Support

“…Based on the hypothesized relationships, the study findings indicate that the potential factors that directly determined international students' online learning engagement were university (institutional) support, student motivation, and personal innovativeness in IT. The finding of significant effect of motivation on student engagement is in line with previous studies (Ben-Eliyahu et al, 2018;Fredricks et al, 2016;Gibbs & Poskitt, 2010;Jacobi, 2018;King & Datu, 2017;Nguyen & Van Nguyen, 2019;Soric et al, 2017;Stoen Utvaer & Haugan, 2016;. That means participants of this study view themselves as motivated both intrinsically and extrinsically to engage in online learning.…”

“…Previous literature indicates a robust association between learner engagement and motivation (Ben-Eliyahu et al, 2018;King & Datu, 2017;Patall et al, 2016). Furthermore, motivation is the most influential factor for individuals to engage in different activities (Alivernini & Lucidi, 2008;Nguyen & Van Nguyen, 2019;Stoen Utvaer & Haugan, 2016). Therefore, intrinsic and extrinsic motivations are fundamental and much needed in students to engage in the learning process, including online.…”

Academic Motivation of First-Year Pedagogical Students in Vietnam: Case Study

“…The research is varied, using a variety of approaches and methodologies. (Deci et al, 1981;Wigfield, 1994;Murphy, Alexander, 2000;Nguyen, 2015a;Vietnam Psycho-Pedagogical Association, 2015;Chia et al, 2016;Liu et al, 2016;Chemsi et al, 2020). There are studies that focus on understanding specific approaches in the research of university students (Wigfield, 1994;Deci, Ryan, 2000b;Murphy, Alexander, 2000;Niemiec, Ryan, 2009;Wigfield, Cambria, 2010;Duong, 2013;Ngo, Le, 2015;Liu et al, 2016;.…”

“…There are studies that look deeply into the factors related to and affecting academic motivation in general as well as each students' particular type of motivation (Tariq, 2011;Hazrati-Viari et al, 2012;Cigan, 2014;Massari, 2014;Luu, 2015;Ferguson, 2017;Litalien et al, 2017;Raza, Shah, 2017;Wang et al, 2017). There are studies on trials and recommendations for development strategies to promote students' academic motivation (Elliott et al, 2005;Amoura et al, 2015;Tran, 2015;Nguyen, 2015b;Dang, 2015;Nguyen, 2017;Fatima et al, 2018;Stolk et al, 2018).…”

“…Academic motivation is the driving force that promotes, directs, empowers, and maintains learning activities for the purpose of meeting the needs and stimulating the learning interests of learners. (Deci, Ryan, 2002;Phan, 2005;Duong, 2013;Nguyen, 2015a;Bui, 2017;. EAM is the performance of a learning action in order to achieve a result that is associated with the learning action itself, or to avoid something (Deci, Ryan, 2000b).…”