Validity of academic motivation scale for the Brazilian higher education students
Research into the connection between motivational processes to learning and the issue of retention and dropout rates in Higher Education (HE) has been growing steadily due to academic interest and the need for the development of measuring instruments. This study aimed at testing the validity of the...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Fundação Cesgranrio |
| Repository: | Ensaio (Rio de Janeiro. Online) |
| Language: | Portuguese Spanish English |
| OAI Identifier: | oai:ojs.localhost:article/1095 |
| Online Access: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1095 |
| Access Level: | Open access |
| Keyword: | Educacion Superior; Motivacion academica; Evaluacion; Estudiantes Educação Superior; Motivação academica; Avaliação; Estudantes. Higher Education; Motivation; Students; Evaluation; Academic Motivation |
| Summary: | Research into the connection between motivational processes to learning and the issue of retention and dropout rates in Higher Education (HE) has been growing steadily due to academic interest and the need for the development of measuring instruments. This study aimed at testing the validity of the Academic Motivation Scale (AMS) using a sample of 715 university students from the South Region of Brazil. Findings have corroborated the transcultural validity of the scale, high internal consistency and confirmatory factor analysis coherent with a seven type structural model. The Brazilian version of AMS seems to be a reliable and valid instrument of measurement to evaluate the issue of motivation in HE, revealing that there is a high predominance of self-determination in research students; however, we suggest some minor semantic adjusts. These results could inform educational policies and pedagogical planning aiming at encouraging the successful conclusion of higher education courses. |
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