Cross-cultural validity of the “Classroom Motivational Climate Questionnaire”: comparison between French and Spanish students
The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compare...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/668150 |
| Acceso en línea: | http://hdl.handle.net/10486/668150 https://dx.doi.org/10.1387/RevPsicodidact.13034 |
| Access Level: | acceso abierto |
| Palabra clave: | Classroom motivational climate Assessment of motivation Success expectancies Learning motivation Student’s satisfaction Clima motivacional de clase Evaluación motivacional Expectativas de éxito Motivación por aprender Satisfacción del alumno Educación Psicología |
| Sumario: | The objective of this study was to obtain evidence about the cross-cultural validity of the “Classroom Motivational Climate Questionnaire” (CMCQ), developed recently for Secondary and High-School students. With this purpose, French and Spanish Secondary and High School students’ results were compared. A total of 749 French students formed the group to be compared with the original Spanish sample. To validate the CMCQ, confirmatory factor analyses, reliability and correlation and regression analyses were made. The results showed that CMCQ is a reliable and valid instrument to measure motivational climate in France as in Spain. It allows detecting which learning patterns can to be changed for improvement, and predicts to a large extent the satisfaction level with the teacher. Likewise it showed some existing differences between Spanish and French students in the motivational role attributed to some teacher’s strategies, differences whose theoretical and practical implications are discussed. |
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