Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education

Rafael Burgueño, Álvaro Sicilia, Jesús Medina-Casaubón, Manuel Alcaraz-Ibáñez, María Jesús Lirola

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Resum

The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Spanish initial teacher education context. There were 496 student participants (233 men and 263 women; Mage = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The confirmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Internal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regulation was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motivational processes involved in the initial teacher education context.

Títol traduït de la contribucióRevisión de la escala de motivación educativa. Inclusión de la regulación integrada para medir la motivación en la formación inicial del profesorado
Idioma originalAnglès
Pàgines (de-a)670-679
Nombre de pàgines10
RevistaAnales de Psicologia
Volum33
Número3
DOIs
Estat de la publicacióPublicada - 2017
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