چکیده:
The aim of the present research is to norm the academic motivation scale on Iranian students. This scale was prepared and developed by Rolland et al. (1992) based on their self-determination theories, Deci and Ryan (1985). The statistical population of this research is all male and female high school students across the country; from among them, 3935 students were randomly selected. The result of the exploratory factor analysis using the principal component analysis method showed that the seven subscales proposed by Rolland et al. were reduced to three general subscales of intrinsic motivation, extrinsic motivation, and academic amotivation. Additionally, the confirmatory factor analysis confirms the main three-factor structure; and the goodness-of-fit indices of the model obtained from the confirmatory factor analysis indicate the appropriate fit of the model with the data. Investigation of construct validity (convergent-divergent) shows that the subscales possess acceptable validity; and the calculation of internal consistency (Cronbach's alpha) and temporal reliability confirms that this tool has appropriate reliability. Therefore, the academic motivation scale in the sample of Iranian students possesses desirable validity and reliability.
خلاصه ماشینی:
In the final conclusion, in response to the questions of this research, it can be said that the seven-factor structure of the Academic Motivation Scale in the Iranian sample reduces to three general factors (intrinsic motivation, extrinsic motivation, and academic amotivation).
Based on the reported factor loading values (standardized, unstandardized, and t-value), the questions of the present scale measure students' academic motivation (intrinsic, extrinsic, and academic amotivation) with high power.
In another part of the present research, the construct validity (convergent and divergent) of the academic motivation scale was examined; to this end, the correlation of the extrinsic motivation, intrinsic motivation, and academic amotivation subscales with academic self-concept (Marsh, 1997) was measured.
As Table 6 shows, this expectation and our assumption are correct; different and high correlations are observed between the academic motivation subscales and academic self-concept, which is also statistically significant.
The result of the present research shows that the academic motivation scale in the Iranian student sample possesses desirable reliability "makes me more prepared for a job I have chosen" has been removed due to low factor loading.
These findings convince us that the original division of the academic motivation scale into intrinsic motivation, extrinsic motivation, and academic amotivation subscales seems more logical in the Iranian sample; and the result of the exploratory factor analysis of the present research also supports this.
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