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

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• 作者：Imelda S. Caleon ; Ma. Glenda L. Wui ; Jennifer Pei-Ling Tan…
• 关键词：Motivation ; Engagement ; Autonomy support ; Gender difference ; Singapore ; Construct validation ; Academic Motivation Scale ; Academic well ; being
• 刊名：Child Indicators Research
• 出版年：2015
• 出版时间：December 2015
• 年：2015
• 卷：8
• 期：4
• 页码：925-942
• 全文大小：304 KB
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• 作者单位：Imelda S. Caleon (1)
  Ma. Glenda L. Wui (1)
  Jennifer Pei-Ling Tan (1)
  Ching Leen Chiam (1)
  Tan Chee Soon (1)
  Ronnel B. King (2)
  
  1. Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University, Singapore, Singapore
  2. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, China
  
• 刊物主题：Quality of Life Research; Social Sciences, general; Social Work; Child and School Psychology; Quality of Life Research; Childhood Education;
• 出版者：Springer Netherlands
• ISSN：1874-8988

文摘

Motivation, which refers to the force that drives a person to act, has been recognized as a crucial factor in promoting general well-being, along with a multitude of cognitive and psychological outcomes essential to thrive in varied domains and socio-cultural contexts. Motivation researchers have applied the Academic Motivation Scale (AMS), which emerged out of the work of self-determination theorists, in numerous studies that were set in Western contexts. It includes seven dimensions of motivation: amotivation, extrinsic motivation (external regulation, introjection and identification), and intrinsic motivation (to know, to experience stimulation and to accomplish). The purpose of the present study was to examine the cross-cultural applicability of the AMS among Singapore secondary students using both within-network and between-network approaches to construct validation. To examine the within-network aspect of validity, we used confirmatory factor analyses. We also examined the invariance of the AMS across students of different genders and academic abilities. To assess the between-network aspect of validity, we correlated AMS scores with two constructs that are entwined with academic well-being: teacher autonomy support and academic engagement. Our results supported the proposed seven‐factor structure of AMS and this structure was found to be invariant across gender and ability groups. We failed to find empirical support for the simplex structure of ordered AMS subscales. Extrinsic and intrinsic motivation scores were highly positively correlated, while amotivation negatively correlated with academic engagement and teacher autonomy support. Cross-cultural implications are discussed. Keywords Motivation Engagement Autonomy support Gender difference Singapore Construct validation Academic Motivation Scale Academic well-being