Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms

Autor/inn/en	Lim, Siew Yee; Chapman, Elaine
Titel	Adapting the Academic Motivation Scale for Use in Pre-Tertiary Mathematics Classrooms
Quelle	In: Mathematics Education Research Journal, 27 (2015) 3, S.331-357 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-014-0140-9
Schlagwörter	Mathematics Education; Classroom Techniques; Classroom Environment; Motivation; Secondary School Mathematics; Grade 11; Grade 10; Factor Analysis; Factor Structure; Item Analysis; Test Reliability; Test Validity; Psychometrics; Correlation; Mathematics Anxiety; Mathematics Achievement; Scientific Attitudes; Evaluation Methods; Program Validation; Asians; Self Determination; Achievement Need; Foreign Countries; Singapore; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Mathematische Bildung; Klassenführung; Klassenklima; Unterrichtsklima; psychologische; Motivation (psychologisch); School year 11; 11. Schuljahr; Schuljahr 11; Faktorenanalyse; Faktorenstruktur; Itemanalyse; Testreliabilität; Testvalidität; Psychometry; Psychometrie; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstbestimmung; Ausland; Singapur
Abstract	The Academic Motivation Scale (AMS) is a comprehensive and widely used instrument for assessing motivation based on the self-determination theory. Currently, no such comprehensive instrument exists to assess the different domains of motivation (stipulated by the self-determination theory) in mathematics education at the pre-tertiary level (grades 11 and 12) in Asia. This study adapted the ams for this use and assessed the properties of the adapted instrument with 1610 students from Singapore. Exploratory and confirmatory factor analyses indicated a five-factor structure for the modified instrument (the three original ams intrinsic subscales collapsed into a single factor). Additionally, the modified instrument exhibited good internal consistency (mean a?=?0.88), and satisfactory test-retest reliability over a 1-month interval (mean r[subscript xx]?=?0.73). The validity of the modified ams was further demonstrated through correlational analyses among scores on its subscales, and with scores on other instruments measuring mathematics attitudes, anxiety and achievement. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01