Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation

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

“…The confirmatory factor analysis revealed acceptable fitindexes for the 8-factor correlated model, verifying the results of previous studies that considered this type of structure (Barkoukis et al, 2008;Caleon et al, 2015;Can, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012). The fit-indexes for the model that grouped the three sub-types of intrinsic motivation were not satisfactory in this study, in contrast to previous studies that have suggested this possibility (Alivernini & Lucidi, 2008;Koludrovic & Ercegovac, 2015).…”

“…This scale consists of 28 items that, distributed into four item for each of its seven factors, measure the 3 sub-types of intrinsic motivation (i.e., to experience stimulation, to accomplish and to know), the 3 types of extrinsic motivation (i.e., identified, introjected and external regulation) and amotivation. This instrument has shown adequate psychometric properties in different contexts (Alivernini & Lucidi, 2008;Barkoukis, Tsorbatzoudis, Grouios & Sideridis, 2008;Caleon et al, 2015;Can, 2015;Cokley, Bernard, Cunningham & Motoike, 2001;Davoglio, dos Santos & da Conceição, 2016;Núñez, Martín-Albo & Navarro, 2005;Núñez, Martín-Albo, Navarro & Grijalvo, 2006;Núñez, Martín-Albo, Navarro & Suárez, 2010;Stover, de la Iglesia, Boubeta & Fernández-Liporace, 2012;Zhang, Li, Li, Li & Zhang, 2016). In this regard, the 7-factor correlated structure has been defended instead of diverse alternative models (Caleon et al, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012).…”

“…This instrument has shown adequate psychometric properties in different contexts (Alivernini & Lucidi, 2008;Barkoukis, Tsorbatzoudis, Grouios & Sideridis, 2008;Caleon et al, 2015;Can, 2015;Cokley, Bernard, Cunningham & Motoike, 2001;Davoglio, dos Santos & da Conceição, 2016;Núñez, Martín-Albo & Navarro, 2005;Núñez, Martín-Albo, Navarro & Grijalvo, 2006;Núñez, Martín-Albo, Navarro & Suárez, 2010;Stover, de la Iglesia, Boubeta & Fernández-Liporace, 2012;Zhang, Li, Li, Li & Zhang, 2016). In this regard, the 7-factor correlated structure has been defended instead of diverse alternative models (Caleon et al, 2015;Cokley, 2015;Núñez et al, 2010;Stover et al, 2012). In addition, the EME factorial structure has been invariant across gender (Grouzet, Otis, & Pelletier, 2006;Ratelle, Guay, Vallerand, Larose, & Senécal, 2007); although this aspect was not tested by the work which originally adapted the instrument to the Spanish context (Núñez et al, 2005(Núñez et al, , 2010.…”

Reliability and validity of academic motivation scale for sports high school students’

“…When the motivational tools such as AMS will be used to determine their effects on cultural motivational processes in different countries, to test their intercultural validity is important [19]. In limited literature, it seems that this scale which was originally developed in French by Vallerand in Canada [3] was used in 7 different countries by translating into 6 different languages.…”

Positive Education in Asia

“…This is especially problematic given that culture has a key role to play in learning and well-being (Deiner et al 2003;Kasser 2011;King andMcInerney 2014, 2016a, b;Suh and Oishi 2004;Zusho and Clayton 2011). Moreover, several studies have demonstrated that the factors that promote student learning, well-being, and flourishing of Asian students may not always be exactly the same as those found among Western students (e.g., Ahn et al 2016;Caleon et al 2015;King 2015;King and Ganotice 2015;Liem 2016;Mesurado et al 2016;Low et al 2015).…”