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

doi:10.6018/analesps.33.3.249601

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

^*Corresponding author for this work

Research output: Indexed journal article › Article › peer-review

25 Citations (Scopus)

Abstract

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; M_age = 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.

Translated title of the contribution	Revisión de la escala de motivación educativa. Inclusión de la regulación integrada para medir la motivación en la formación inicial del profesorado
Original language	English
Pages (from-to)	670-679
Number of pages	10
Journal	Anales de Psicologia
Volume	33
Issue number	3
DOIs	https://doi.org/10.6018/analesps.33.3.249601
Publication status	Published - 2017
Externally published	Yes

Keywords

Initial teacher education
Motivation
Psychometric properties
Self-determination theory

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10.6018/analesps.33.3.249601

Cite this

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abstract = "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.",

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AU - Sicilia, Álvaro

AU - Medina-Casaubón, Jesús

AU - Alcaraz-Ibáñez, Manuel

AU - Lirola, María Jesús

PY - 2017

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KW - Motivation

KW - Psychometric properties

KW - Self-determination theory

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

Abstract

Keywords

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