Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation

McInerney, Dennis M.; Ali, Jinnat

doi:10.1080/01443410500342559

Cited by 111 publications

(132 citation statements)

References 37 publications

Supporting

Mentioning

119

Contrasting

Unclassified

Order By: Relevance

“…A third cluster of items set out to investigate users' attitudes towards the inclusion of specific gamification and social networking features on their profile pages, namely markers of recent activity, badges, and challenges to promote engagement. Finally, the authors devised a set of statements, informed by Goal Theory and adapted from the Inventory of School Motivation (McInerney et al, 1997;McInerney & Ali, 2016), to determine teachers' motivation to share on KlasCement. These statements were written to relate to mastery, ego, social solidarity and extrinsic goals, each comprised of two elements as follows:  Mastery goals: task involvement ("I am motivated to share on KC when I get valuable feedback on my resources to improve them") and striving for excellence ("Because this extra effort makes me feel a professional teacher").…”

Section: Data Collection and Instrumentmentioning

confidence: 99%

Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Arcos

Faems

Comas-Quinn

et al. 2017

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access. However, research indicates that (a) most users do not participate in this type of generative use, and (b) the possibility of social interaction does not necessarily signal active participation in social interaction. In recent years the positive effects of gamification and social networking elements on user engagement have come to the fore in educational settings. From this stance, a quantitative study was conducted to assess users' acceptance of the existing game mechanics of a large national repository of educational resources, their attitudes towards the inclusion of extra features, and teachers' motivation to share openly. Our results indicate that teachers do not see open repositories as social networks, but as libraries of resources, and are likely to share if rewarded by intrinsic rather than extrinsic factors. Abstract in SpanishLa posibilidad de interacción social viene formando parte de los repositorios abiertos de recursos para la enseñanza y el aprendizaje durante casi dos décadas. Los repositorios existen no sólo para recoger y diseminar materiales educativos, sino que también permiten a los usuarios colaborar, comentar y evaluar el contenido al que acceden. Sin embargo, estudios de investigación señalan que (a) la mayoría de usuarios no participan en este tipo de comportamiento generativo, y (b) la oportunidad de interacción social no conlleva necesariamente la activa participación en la interacción social. En los últimos años el impacto positivo de la ludificación y otros elementos característicos de las redes sociales sobre el compromiso del usuario han pasado a un primer plano en contextos educativos. Es por eso que se realiza este estudio cuantitativo para determinar cómo los usuarios de un repositorio nacional de recursos didácticos valoran las estrategias de juego del sistema, su actitud ante la inclusión de nuevas estrategias, y qué les motiva a compartir abiertamente. Los resultados indican que los profesores no consideran los repositorios abiertos como redes sociales sino como bibliotecas de recursos, y es más probable que compartan si se les premia con factores intrínsecos y no extrínsecos. Abstract in DutchSociale interactie heeft de voorbije twee decennia opportuniteiten geboden binnen open online repositories voor leermiddelen voor het onderwijs. Repositories zijn niet alleen gebouwd om materialen te verzamelen en te verspreiden, maar ook om gebruikers in staat te stellen om samen te werken aan inhouden en deze te becommentariëren en te beoordelen. Echter, uit onderzoek blijkt dat (a) de meeste gebruikers dergelijk generatief gedrag niet stellen, en (b) de mogelijkheid tot sociale interactie niet noodzakelijk leidt tot deelname aan sociale interactie. In de afgelopen jaren kwamen de p...

show abstract

Section: Data Collection and Instrumentmentioning

confidence: 99%

Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Arcos

Faems

Comas-Quinn

et al. 2017

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

show abstract

“…In a study conducted by King, Ganotice, and Watkins (2011), they wanted to examine the cross-cultural validity of this multidimensional model of students' goals in the Philippine setting. They performed a CFA on the responses of 709 Filipino high school adolescent students (M age = 14.56 years, SD = 0.89 years, Md age = 14 years) on the Inventory of School Motivation (ISM; McInerney & Ali, 2006), which aims to measure the endorsement of these four types of goals. They wanted to investigate whether conceptualizing goals in terms of social goals, extrinsic goals, mastery goals, and performance goals would exhibit a good fit to the data.…”

Section: Personal Investment Theory Researchmentioning

confidence: 99%

Including social goals in achievement motivation research: Examples from the Philippines

King¹,

McInerney²

2012

Online Readings in Psychology and Culture

View full text Add to dashboard Cite

“…The SOS Scale has been validated in Western settings (McInerney and Ali 2006;McInerney et al 2001McInerney et al , 2003McInerney et al , 2005. However, in spite of the popularity of SOS Scale, the construct validity of this measure remains underexplored in the Asian setting.…”

mentioning

confidence: 99%

Validation of the Chinese version of the Sense of Self (SOS) Scale

King

Ganotice

Watkins

2011

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

This study explored the cross-cultural applicability of the Sense of Self (SOS) Scale in the Hong Kong Chinese cultural context. The SOS Scale is a 26-item questionnaire designed to measure students' sense of purpose, self-reliance, and self-concept in school. Six hundred ninety-seven Hong Kong Chinese high school students participated in the study. Both within-network and between-network approaches to construct validation were adopted. Responses to this questionnaire are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure and correlations with other educational outcomes such as learning strategies. In addition, multigroup confirmatory factor analysis also indicated invariance of the instrument across males and females, across students of different year levels, and across students from different types of school. Implications for cross-cultural research are discussed.

show abstract

Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation

Cited by 111 publications

References 37 publications

Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository

Including social goals in achievement motivation research: Examples from the Philippines

Validation of the Chinese version of the Sense of Self (SOS) Scale

Contact Info

Product

Resources

About