TY - JOUR
T1 - The Revision and Validation of the Academic Motivation Scale in China
AU - Zhang, Bo
AU - Li, Yi Ming
AU - Li, Jian
AU - Li, Ye
AU - Zhang, Houcan
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by Beijing Higher Education Young Elite Teacher Project YETP0247 and Ministry of Education in China Project of Humanities and Social Sciences Project 09YJCXLX001.
Publisher Copyright:
© 2015, © The Author(s) 2015.
PY - 2016/2
Y1 - 2016/2
N2 - Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students’ motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in China. The present study aimed to revise and validate AMS in China. The AMS was administered to 882 traditional high school students and 419 vocational high students. A retest was administered to 67 traditional high school students 2 months later. Confirmatory factor analysis (CFA) demonstrated that the seven-factor model fitted the data well in both samples. Further analysis revealed that each subscale showed satisfactory Cronbach’s alpha and test–retest reliability. The AMS also showed significant correlations with criteria such as basic psychological needs, school satisfaction, perceived autonomy in the classroom, and other motivational counterparts, demonstrating good criterion-related validity. Group comparison showed that traditional high school students were more intrinsically motivated, less extrinsically motivated, and less amotivated than vocational high school students, providing support for its discriminant validity. In conclusion, the Chinese version of AMS was psychometrically sound and could be applied in China.
AB - Self-determination theory (SDT) has contributed greatly to our understanding of human motivation. Based on SDT, the Academic Motivation Scale (AMS) was developed to assess students’ motivation to learn. AMS has been successfully applied to the educational context in Western cultures. However, no psychometrically validated version is available in China. The present study aimed to revise and validate AMS in China. The AMS was administered to 882 traditional high school students and 419 vocational high students. A retest was administered to 67 traditional high school students 2 months later. Confirmatory factor analysis (CFA) demonstrated that the seven-factor model fitted the data well in both samples. Further analysis revealed that each subscale showed satisfactory Cronbach’s alpha and test–retest reliability. The AMS also showed significant correlations with criteria such as basic psychological needs, school satisfaction, perceived autonomy in the classroom, and other motivational counterparts, demonstrating good criterion-related validity. Group comparison showed that traditional high school students were more intrinsically motivated, less extrinsically motivated, and less amotivated than vocational high school students, providing support for its discriminant validity. In conclusion, the Chinese version of AMS was psychometrically sound and could be applied in China.
KW - academic motivation
KW - revision
KW - self-determination theory
KW - validation
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U2 - 10.1177/0734282915575909
DO - 10.1177/0734282915575909
M3 - Article
AN - SCOPUS:84952644955
SN - 0734-2829
VL - 34
SP - 15
EP - 27
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
IS - 1
ER -