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The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education
Abstract
A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirmed the seven-factor structure of the AMS. Finally, gender differences obtained with the EME were basically replicated with the AMS. In sum, the present findings provide adequate support for the factorial validity and reliability of the AMS and support its use in educational research on motivation.
... Furthermore, it is extensively recognized within the domain of educational psychology as a comprehensive metric for gauging student motivation and participation in academic endeavors (Utvaer & Haugan, 2016;Vallerand et al., 1992). Thus said, academic motivation can be a key factor in encouraging students to immerse themselves in the language, overcome impediments, and aim for polishing their language skills. ...
... • General English Needs: Participants rated their general English language skills and identified areas where they required further improvement. • An abridged version of Academic Motivation Scale (AMS) from Vallerand et al. (1992) and Academic Motivation Scale for Learning Information Technology (AMSLIT) scale from Schreglmann (2018) 3-ESP is necessary for me to create engaging and informative content for websites, blogs, social media, and software companies that aim to promote products, services, and projects through information technology. 4-ESP is necessary for me to write motivational letters, CVs, etc., to apply for jobs or internships in the field of computer systems." ...
... Nearly all the sections included statements on a 5point Likert scale, multiple choice and open-ended/nominal questions. Regarding the measures,for the academic motivation scale (AMS), we used the items fromVallerand et al. (1992) and for the academic motivation scale for learning information technology (AMS-LIT), items from ...
The purpose: This study delves into the intricate realm of English for Specific Purposes (ESP) needs among informatics students, centering on the impact of general-and academic motivation in information technology learning. Design/methodology/approach: An online survey was conducted for data collection using Google Forms and engaging 129 informatics students from two different universities to quantitatively measure their ESP needs and the influence of AMS and AMSLIT validated scales. The subsets of ESP skills are measured with 5-point Likert scales; additionally, multiple-choice, checkboxes, nominal and open-ended questions are employed. Findings: The study highlights the importance of tailoring ESP textbooks and related materials in alignment with the academic motivation that students reflect, emphasizing the role that the former plays on latter's drive to polish the four facets of ESP skills: reading, writing, listening and speaking. Originality/value: The study centers on a pivotal driver of students' learning, namely, the academic motivation (AMS) and academic motivation for information technology learning (AMSLIT). These two scales remain an uncharted territory in Albania and this article intends to shed light on the role of these two scales on ESP learning and needs for informatics students. Implications for ESP course design and suggestions for fostering academic motivation are discussed.
... AMS was administered before and after implementing personalized gamification to assess participant motivation. The motivation assessment instrument was initially introduced in French as Echelle de Motivation en Education (EME), which was subsequently adapted into English as AMS (Vallerand et al., 1992). AMS evaluates the dimensions of motivation, which are divided into Intrinsic Motivation (IM), Extrinsic Motivation (EM), and Amotivation (AMO) (Berestova et al., 2022). ...
... and temporal stability over one month (mean test-retest correlation = .79) (Vallerand et al., 1992). Marvianto and Widhiarso (2018) adapted the AMS items 8 from Vallerand et al. (1992), conducting tests on 617 high school students in Yogyakarta. ...
... (Vallerand et al., 1992). Marvianto and Widhiarso (2018) adapted the AMS items 8 from Vallerand et al. (1992), conducting tests on 617 high school students in Yogyakarta. The adaptation of the 28 AMS items occurred in three stages: construct review, forward translation design, and psychometric testing. ...
Aim/Purpose: This study identifies gamification element preferences based on Myers-Briggs Type Indicator (MBTI) characteristics. It measures the influence of preferences on learning motivation through a pre-experimental design of one group pre-test post-test. Background: Incorporating information technology in education has led to the introduction of e-learning, potentially enhancing the learning process. However, adopting e-learning also brings about negative effects that can lead to frustration, confusion, and reduced learning motivation. One strategy that can be used to address this issue is gamification. However, it is essential to note that a universal approach to gamification is not practical as user needs vary. It can result in less-than-optimal learning outcomes. Thus, gamification settings must be tailored to the user’s characteristics, such as those identified through the MBTI, to provide a more personalized learning experience. Methodology: This study conducted pre-experimental research in one group, pre-test, and post-test, divided into several stages: problem identification, research instrument design, pre-data collection and analysis, treatment, post-data collection and analysis, and evaluation. Pre-test and post-test were used to measure student motivation towards the gamification elements implemented. This study utilized the MBTI, Academic Motivation Scale (AMS), and gamification preferences questionnaire throughout the pre-data collection and analysis stage. For gamification preferences, this study employed 45 questions representing nine elements of gamification frequently used in training and education. Kendall Rank Correlation Coefficient was used to determine the correlation between MBTI and the gamification element from the gamification preferences questionnaire. Contribution: This research contributes to the body of knowledge in gamification experiments by adding one step in recognizing gamification preferences. The practical contribution to this research is aimed at educators in maximizing Moodle by considering the gamification element preference recommendations based on the MBTI type. Findings: The analysis revealed that the gamification preferences of fourteen MBTI types were predominantly associated with extrovert types. Collection and Leaderboard elements showed the highest correlation with MBTI. The effect of gamification was assessed during the treatment stage to evaluate its impact on learning motivation for the dominant MBTI type. Pre-test and post-test measurements of learning motivation show changes that are dominated by the intrinsic motivation dimension. Recommendations for Practitioners: This research is valuable for offering guidance to educators and practical insights to developers into integrating gamification effectively by taking gamification preferences based on MBTI. Tailoring gamification elements based on MBTI creates a more engaging learning experience for every user, ultimately enhancing motivation for learning. Recommendation for Researchers: This study contributes one step to experimental research, mainly focusing on the preliminary identification of gamification preferences based on MBTI. Using the gamification preferences, researchers can broaden the experimental scope and provide validation evidence from quantitative research. This approach supports the robustness of the recommendation gamification elements. Impact on Society: This study presents findings on gamification elements aligned with MBTI characteristics. These findings can be used as strategies for implementing personalized gamification in e-learning to the diverse needs of students, fostering a more tailored learning ecosystem and ultimately advancing education. Future Research: We could expand the identification of gamification preferences in various management learning media to explore the use of gamification elements. Further surveys can be done by increasing the number of respondents from other majors and universities so that more respondents can represent each type of MBTI. This addition will contribute to the data’s characteristics, enabling a more comprehensive gamification preferences analysis. Conducting experiments involving adaptive learning media to align gamification with personality-based preferences, ensuring that the gamification experiences align with personality-based preferences. Multiple groups with varying treatments can carry out experiments that validate gamification preferences.
... Das kann der Fall sein, wenn kein Interesse besteht oder Kompetenzen fehlen, um ein Verhalten auszuführen (Ryan & Deci, 2020). Auch das Erleben von Unkontrollierbarkeit kann in Amotivation resultieren (Vallerand et al., 1992). ...
... B. Abbruchsintentionen, Ängsten) Ergebnissen zusammenhängen (Howard et al., 2021). Da bis dato keine ausreichend validierte deutsche Version der AMS (Vallerand et al., 1992) zur Erfassung der Studienmotivation 1 vorliegt, wird in dieser Studie eine Übersetzung und Validierung vorgenommen. Zudem bemängeln die Autorinnen und Autoren der Metaanalyse, dass die überwiegende Anzahl der von ihnen analysierten Studien im Querschnittsdesign durchgeführt wurden. ...
... Bei der AMS handelt es sich um die englischsprachige Version der französischsprachigen "échelle de motivation en éducation" (Vallerand, Blais, Brière & Pelletier, 1989;Vallerand et al., 1992), die mit dem Ziel entwickelt wurde, Studienmotivation gemäß der Selbstbestimmungstheorie zu operationalisieren. Die Skala weist eine siebenfaktorielle Struktur mit jeweils vier Items auf. ...
Zusammenfassung: Bislang existierte keine deutschsprachige, validierte Übersetzung der Academic Motivation Scale (AMS). Das Ziel der vorliegenden Studie ist daher die Validierung einer deutschen Übersetzung der AMS in zwei Studien. Die Übersetzung der AMS folgte dem TRAPD-Modell, einer Weiterentwicklung der Back-Translation-Methode. Die erste zweiwellige Studie ( N = 211) zeigte gute bis sehr gute interne Konsistenzen und mit den Originalversionen der AMS weitgehend übereinstimmende Retest-Reliabilitäten. Die postulierte siebenfaktorielle Struktur wies gegenüber einem ein- bzw. dreifaktoriellen Modell den besten Modell-Fit auf. Die zweite zweiwellige Studie ( N = 221) analysierte die konvergente und divergente Validität, sowie die Kriteriumsvalidität. Zusammenfassend verfügt die deutsche Version der AMS über gute psychometrische Eigenschaften und kann daher in Forschung und Praxis eingesetzt werden.
... The exploration of academic motivation within various educational contexts has been significantly advanced by the Self-Determination Theory (SDT), as conceptualized by Deci and Ryan and operationalized through the Academic Motivation Scale (AMS) developed by Vallerand et al. (Vallerand et al., 1992) .This scale, instrumental in measuring academic motivation multi-This study explores the adaptation of the Academic Motivation Scale (AMS) for Indonesian homeschool students using English as their second language. The primary objective was to assess the scale's reliability and validity in this unique educational context and to conduct a descriptive analysis of intrinsic, extrinsic, and amotivation scales. ...
... The role of motivation, particularly in academic contexts, has been extensively debated and recognized as a critical driver of task performance and achievement. The Academic Motivation Scale (AMS), rooted in the Self-Determination Theory (SDT), has emerged as a key instrument for assessing various dimensions of student motivation, including intrinsic, extrinsic, and amotivated types (Vallerand et al., 1992). This scale, encompassing a range of motivational subtypes, has proven to be a vital tool in understanding and fostering student engagement in academic pursuits The intrinsic motivation aspect, vital for satisfying internal drives and achieving fulfillment in learning activities (Ryan & Deci, 2020;Vallerand et al., 1992) contrasts with extrinsic motivation, which is driven by external rewards (E. ...
... The Academic Motivation Scale (AMS), rooted in the Self-Determination Theory (SDT), has emerged as a key instrument for assessing various dimensions of student motivation, including intrinsic, extrinsic, and amotivated types (Vallerand et al., 1992). This scale, encompassing a range of motivational subtypes, has proven to be a vital tool in understanding and fostering student engagement in academic pursuits The intrinsic motivation aspect, vital for satisfying internal drives and achieving fulfillment in learning activities (Ryan & Deci, 2020;Vallerand et al., 1992) contrasts with extrinsic motivation, which is driven by external rewards (E. Deci & Ryan, 2002). ...
This study explores the adaptation of the Academic Motivation Scale (AMS) for Indonesian homeschool students using English as their second language. The primary objective was to assess the scale's reliability and validity in this unique educational context and to conduct a descriptive analysis of intrinsic, extrinsic, and amotivation scales. A sample of 26 students from Grades 7 to 11 participated, responding to an English-adapted AMS questionnaire. The findings revealed high internal consistency across all motivation scales, as indicated by Cronbach's alpha values (Intrinsic Motivation: 0.918, Extrinsic Motivation: 0.928, Amotivation: 0.868). Pearson correlation coefficients further supported the reliability of individual subscales. Descriptive analysis showed varying mean scores across different motivational dimensions. The study highlights the AMS's potential in diverse linguistic and educational settings, emphasizing the need for contextual adaptations. While the results affirm the scale's applicability in a homeschool environment, the study acknowledges limitations in sample size and suggests future research directions, including expanding the sample size and employing Confirmatory Factor Analysis for more comprehensive validation. This research contributes to the growing body of knowledge on academic motivation in alternative learning environments, particularly in the post-pandemic educational landscape.
... Academic motivation (outcome). The Academic Motivation Scale (AMS) is a 28-item self-report measure (Vallerand et al., 1992) that yields three composite scores: intrinsic motivation (12 items; e.g., "I experience pleasure and satisfaction while learning new things"), extrinsic motivation (12 items; e.g., "I need at least a high-school degree in order to find a high-paying job later on"), and amotivation (4 items; e.g., "I once had good reasons for going to school, however now I wonder whether I should continue"). Each item is rated on a seven-point scale (1 = does not correspond at all, 7 = corresponds exactly). ...
Background
Adolescents vary considerably in their circadian phase preference; those with greater “eveningness” (also known as “night owls”) have later bedtimes, wake times, and peak arousal compared to those with greater “morningness.” Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention‐deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school‐related constructs. However, few studies have examined circadian preference alongside two potential confounds—sleep duration and sleep quality—as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD.
Methods
Participants were 302 adolescents (Mage = 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi‐method, multi‐informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms.
Results
Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects.
Conclusions
This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common.
... The Academic Motivation Scale (AMS, Vallerand et al., 1992) is based on the self-determination theory framework of autonomous and controlled motivation. The AMS consists of 28 items, to which students respond according to the question stem "Why are you going to college?" ...
In the ongoing discussion about how learning analytics can effectively support self-regulated student learning and which types of data are most suitable for this purpose, this empirical study aligns with the framework who advocated the inclusion of both behavioral trace data and survey data in learning analytics studies. By incorporating learning dispositions in our learning analytics modeling, this research aims to investigate and understand how students engage with learning tasks, tools, and materials in their academic endeavors. This is achieved by analyzing trace data, which captures digital footprints of students’ interactions with digital tools, along with survey responses from the Study of Learning Questionnaire (SLQ), to comprehensively examine their preferred learning strategies. Additionally, the study explores the relationship between these strategies and students’ learning dispositions measured at the start of the course. An innovative aspect of this investigation lies in its emphasis on understanding how learning dispositions act as antecedents and potentially predict the utilization of specific learning strategies. The data is scrutinized to identify patterns and clusters of such patterns between students’ learning disposition and their preferred strategies. Data is gathered from two cohorts of students, comprising 2,400 first year students. This analytical approach aims to uncover predictive insights, offering potential indicators to predict and understand students’ learning strategy preferences, which holds value for teachers, educational scientists, and educational designers. Understanding students’ regulation of their own learning process holds promise to recognize students with less beneficial learning strategies and target interventions aimed to improve these. A crucial takeaway from our research underscores the significance of flexibility, which entails the ability to adjust preferred learning strategies according to the learning environment. While it is imperative to instruct our students in deep learning strategies and encourage autonomous regulation of learning, this should not come at the expense of acknowledging situations where surface strategies and controlled regulation may prove to be more effective.
Objective: This study aimed to investigate the relationship between self-efficacy and academic motivation in Kosovo undergraduate students. It also examined whether the relationship between academic motivation and self-efficacy was significantly mediated by the effect of educational achievement. It also took into account the role of the socio-economic status in this relationship. Theoretical Framework: The rationale of this study was framed within the theoretical framework of self-determination that focuses on the controlled behavior in academic performance and within the theoretical framework of self-efficacy which is based on belief in one's ability to complete specified tasks or goals. Methods: This study used a quantitative methodology by adopting standardized measures including a 27-item survey of academic motivation and a 10-item instrument of self-efficacy. The construct of academic achievement was measured by a self-reported average grade of students and a socio-economic status questionnaire was designed for this purpose of this study. Data collection was carried out online through the online Qualtrics platform. Results and Conclusions: The results showed that there was a statistical significant effect of self-efficacy to both extrinsic and intrinsic motivation. Results revealed that there was no significant correlation between academic achievement and self-efficacy or academic motivation and no significant correlation between the socio-economic status scores and all the variables. Implications of research: The findings of this study have practical implications for university administrators and researchers focused in students’ retention in universities and their academic achievements. It demonstrates that how well students are academically motivated to achieve their academic goal very well depends on their perceived self-efficacy. Originality/value: The study included a range of 85 undergraduate students from the department of psychology and the department of English language. The novelty of this study is that it examined Albanian speaking undergraduates, which is a highly underrepresented population in this area of study.
Zhvillimi profesional i mësimdhënësve është bërë politikë dhe nevojë e vazhdueshme. Zhvillimet e hovshme në teknologji, në përmbajtje mësimore dhe në metodologji të mësimdhënies, rrisin nevojën për zhvillim të mësimdhënësve. Gjithashtu, ndryshimi cilësor i përgatitjes së nxënësve gjithnjë po paraqitet si sfidë për mësimdhënësit, në të gjitha nivelet e shkollimit. Gjetja e ndërlidhjes ndërmjet fazave të zhvillimit në karrierë dhe preferencave për format e zhvillimit profesional i kontribuon teorisë dhe praktikës së zhvillimit profesional të mësuesve. Qëllimi i hulumtimit ishte të verifikohet nëse format e preferuara të zhvillimit profesional janë në koherencë me specifikat e fazave të karrierës, të përshkruara nga Huberman në Modelin e tij. Gjetjet tregojnë se ka ndërlidhje domethënëse ndërmjet specifikave të fazave të karrierës, sipas Modelit të Hubermanit, dhe formave të parapëlqyera të zhvillimit profesional të mësimdhënësve. Rezultatet e studimit mëtojnë të ndihmojnë, sidomos, hartuesit e politikave dhe të programeve, por edhe praktikat e zhvillimit profesional të mësimdhënësve kosovarë.
Researchers from four countries conducted comparative research on the remote Education experience of Higher Education students during the Covid-19 pandemic and their return to face-to-face Education. Based on other research projects, we applied self-report questionnaires to convenience samples. This article focuses on the results for Portugal and Russia in relation to gender. Despite the differences between both countries, the findings point to the statistical predominance of women as well as their more positive attitudes toward remote Education. Factor analysis revealed that three factors converge to explain most of the variance: 1. Positive attitude in relation to remote Education, 2. Technical, psychological, and educational problems, 3. Positive attitude regarding the return to face-to-face Education. Although women have more access to Higher Education, they have lower occupational and income achievements than men.
Le but de cet article consiste à présenter les résultats de trois études ayant pour objectif de construire et de valider un nouvel instrument mesurant la motivation en éducation, soit l'Échelle de Motivation en Éducation (EME). L'EME est formée de 7 sous-échelles mesurant trois types de motivation intrinsèque (motivation intrinsèque à la connaissance, à l'accomplissement et aux sensations), trois types de motivation extrinsèque (régulation externe, introjectée et identifiée) et l'amotivation. Dans l'ensemble, les résultats révèlent que l'EME possède une cohérence interne satisfaisante ainsi qu'une stabilité temporelle élevée. Les résultats d'une analyse factorielle confirmatoire ont également confirmé la structure à 7 facteurs de l'EME. En plus, la validité de construit de l'EME a été soutenue par une série de corrélations entre les 7 sous-échelles ainsi qu'entre ces dernières et certaines variables servant d'antécédents et de conséquences pertinentes pour le secteur de l'éducation. Les présents résultats apportent donc un soutien à la validité et la fidélité de l'EME. Cette dernière semble donc prête à être utilisée en recherche dans le milieu de l'éducation. À cet effet, on suggère certaines pistes pour l'utilisation de l'EME tant en recherche fondamentale qu'appliquée.
Investigated in 3 studies the significance of academic intrinsic motivation (AIM) for children's education. Ss for Studies 1–3 were 77 4th graders and 64 7th graders; 260 Ss in Grades 4–7; and 166 White middle-class Ss in Grades 5–8, respectively. Ss were administered an AIM inventory and an inventory of academic anxiety (AA). As predicted, AIM was found to be significantly and positively correlated with Ss' school achievement and perceptions of academic competence and negatively correlated with AA. Findings support the view that AIM is differentiated into school subject areas and is also a general orientation toward school learning. Relations between motivation and perception of competence and anxiety were differentiated by subject area, whereas achievement was more pervasively related to general motivation. Mathematics motivation, however, emerged as a unique predictor of mathematics achievement. The significance of AIM as differentiated into subjects and as a general orientation is discussed. (33 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes a learning orientation scale in which 5 dimensions are defined by an intrinsic and an extrinsic pole: preference for challenge vs preference for easy work, curiosity/interest vs teacher approval, independent mastery attempts vs dependence on the teacher, independent judgment vs reliance on the teacher's judgment, and internal vs external criteria for success/failure. The reliability and factorial validity of the scale have been adequately demonstrated. Additional validity studies with a total of 2,925 Ss in Grades 3–9 are reported. Higher-order factoring yielded 2 distinct clusters of subscales: The 1st 3 dimensions form 1 factor and are interpreted as more motivational in nature; the remaining 2 are viewed as more cognitive–informational in nature. Developmental data show that across Grades 3–9 there was a shift from intrinsic to extrinsic on the 1st motivational cluster. Conversely, there was a dramatic developmental shift from extrinsic to intrinsic on the cognitive–informational cluster. Interpretations for these developmental differences are advanced, and the educational implications are explored. The discussion focuses on the need to be precise in conceptualizing and operationalizing the term "intrinsic motivation." (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Proposes a cross-cultural validation methodology that allows for the validation of French versions of English psychological scales. The 7 basic steps in the method are described: (1) preparation of a preliminary French version; (2) evaluation and modification of the preliminary version; (3) evaluation of the experimental French version in a pretest; (4) evaluation of content and concomitant validity; (5) evaluation of reliability; (6) evaluation of construct validity; and (7) preparation of norms for the French version. Examples of each step are presented. (English abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.