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

Abstract

Acknowledgements:We are grateful for Fruzsina Lukács, József Salamon, and János Salamon for the data gathering. Highlights The factor of the Academic Motivation Scale (AMS) was assessed.  Hungarian and French high school and university students participated.  Exploratory structural equation modeling (ESEM) supported the 7-factor model.  The AMS was reliable based on three different indices.  Gender invariance was high, age-and language invariances were low. Abstract The goal of the present research was to the cross-cultural examination of the factor structure of the Academic Motivation Scale (AMS) and its extensive invariance testing with exploratory structural equation modeling (ESEM). Three comprehensive samples were collected: a Hungarian high school (N = 1139), a Hungarian university (N = 1163) samples, and a French university (N = 1009) sample. Compared to confirmatory factor analysis, ESEM demonstrated better model fit and less inflated inter-factor correlations in all three samples. Among Hungarian high school students, intrinsic dimensions were less differentiated. Gender invariance was confirmed on the level of latent means. As for age-and language invariance, only configural invariance was supported. The AMS showed mostly adequate reliability and good temporal stability. Based on the present and prior studies, ESEM appears to be the most adequate analytic strategy for the deeper understanding of academic motivations measured by the AMS.

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

“…Besides the seven-factor structure, the CFA results of some studies confirmed the five-factor structure corresponding to SDT (Can, 2015;Liu et al, 2017;Stover et al, 2012;Tóth-Király et al, 2017). This structure consisted of AM, ER, INR, IDR and intrinsic motivation that includes items from IMTK, IMTA, IMTE.…”

“…The AMS has been adapted and validated with diverse samples in different cultural contexts including Canada (Grouzet, Otis, & Pelletier, 2006;Guay, Morin, Litalien, Valois, & Vallerand, 2015;Vallerand, Blais, Brière, & Pelletier, 1989;Vallerand et al, 1992Vallerand et al, , 1993, the United States (Cokley, 2000(Cokley, , 2015Cokley, Bernard, Cunningham, & Motoike, 2001;Fairchild et al, 2005;Liu, Ferrell, Barbera, & Lewis, 2017;Osei Akoto, 2014;Smith, Davy, & Rosenberg, 2010, 2012, Brazil (Davoglio, Santos, & Lettnin, 2016;Stover, de la Iglesia, Boubeta, & Liporace, 2012), Chile (Orsini et al, 2015), Poland (Ardeńska et al, 2016), Hungary (Tóth-Király et al, 2017), Greece (Barkoukis, Tsorbatzoudis, Grouios, & Sideridis, 2008;Tsorbatzoudis, Barkoykis, & Grouios, 2001), Norway (Støen Utvaer & Haugan, 2016), France (Tóth-Király et al, 2017), Spain (Burgueño et al, 2017), Slovenia (Puklek Levpušček & Podlesek, 2017), Turkey (Ardeńska et al, 2016;Aydin, Yerdelen, Gürbüzoğlu Yalmanci, & Göksu, 2014;Can, 2015;Cavusoglu & Karatas, 2015;Haslofça & Korkmaz, 2016;Karaguven, 2012) and Italy (Alivernini & Lucidi, 2008). Specially, the AMS was also adapted with Asian samples in Malaysia (Chong & Ahmed, 2012), Singapore (Caleon et al, 2015;…”

Validity and reliability of the Polish version of the Academic Motivation Scale: a measure of intrinsic and extrinsic motivation and amotivation

“…The AMS has been translated into many different languages: Greek (Barkoukis et al, 2008), Italian (Aliv-ernini & Lucidi, 2008), Turkish (Karagüven, 2012), Spanish (Stover et al, 2012) German (Wilkesmann et al, 2012), Romanian (Maican & Lixandroiu, 2015), Spanish (Orsini et al, 2015), Hungarian (Tóth-Király et al, 2017). However, the Polish version has never been appropriately adapted and validated.…”

“…It has been widely used by researchers in many countries and in various educational contexts (e.g. Cokley, Bernard, Cunningham, & Motoike, 2001;Fairchild, Horst, Finney, & Barron, 2005; Barkoukis, Tsorbatzoudis, Grouios, & Sideridis, 2008;Alivernini & Lucidi, 2008;Faye & Sharpe, 2008;Komarraju, Karau, & Schmeck, 2009;Horyna & Bonds-Raacke, 2012;Karagüven, 2012;Stover, de la Iglesia, Boubeta, & Liporace, 2012;Wilkesmann, Fischer, & Virgillito, 2012;Guay, Ratelle, Larose, Vallerand, & Vitoro, 2013;Maican & Lixandroiu 2015;Orsini et al, 2015;Tóth-Király et al, 2017;Litalien et al, 2017). The AMS is based on seven-factor structure: amotivation, three types of extrinsic motivation and three types of intrinsic motivation.…”

Adaptação e validação da versão em português da escala <i>Partners in Health</i> (PIH) para a população brasileira com doenças crônicas

“…12) Seu progresso para uma vida mais saudável (pense sobre fumo, álcool, dieta, exercício etc. ), como você cuida da sua saúde: O processo de tradução e validação psicométrica foi desenvolvido com base na metodologia recomendada pela literatura nacional e internacional (BEATON et al, 2000;FERRER et al, 1996;GUILLEMIN;BOMBARDIER;BEATON, 1993;PASQUALI, 1999), a qual tem sido utilizada por vários autores (AMUNDSEN et al, 2017;CUKLJEK;JURESA;BABIC, 2017;LENFERINK et al, 2016;SCHULZE et al, 2017;TÓTH-KIRÁLY et al, 2017;WANG et al, 2017). No nosso estudo, a sequência das etapas inseridas no processo de adaptação cultural foi aquela proposta e testada em outros estudos realizados por pesquisadores do Grupo de Investigação em Reabilitação e Qualidade de Vida (GIRQ), do qual também fazemos parte (ASSUNÇÃO et al, 2013;CALTRAN, 2016;CUNHA, 2016;FREITAS, 2016;SOUZA E SILVA;CIOL, 2013;PELEGRINO et al, 2012).…”