The Adaptation of the Academic Motivation Scale for Turkish Context

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The aims of this study are i) to adapt Vallerand et al. (1989)’ s Academic Motivation Scale (AMS) into Turkish, ii) to test the seven-factor structure of scale through confirmatory factor analysis, iii) to assess the reliability of the scale and iv) to examine whether the scores obtained from the scale show difference by gender. Accordingly, 343 secondary school students were included in the study. %56.9 (n=195) of the students were female and %43.1 (n=148) were male. Out of students, %23.3 (n=80) were fifth-grade, %21 (n=72) were sixth-grade, %26.5 (n=91) were seventh-grade and %29.2 (n=100) were eighth-grade students. Confirmatory factor analysis was used to test the seven-factor original structure of AMS, dual consistency coefficient was used to determine whether the classification is modest or not and Cronbach coefficient was used to determine the reliability. According to the results it was found that the seven-factor structure of scale adjust with the collected data at an acceptable level, the scale has a consistent and high distinctiveness in terms of the measuring feature and subscales have sufficient internal consistency coefficient. Also it was found that scores of intrinsic motivation to know, intrinsic motivation toward accomplishments and intrinsic motivation to experience stimulation do not differ according to gender. On the other hand extrinsic motivation-introjected regulation score differs significantly on behalf of female students and extrinsic motivation- external regulation, identified regulation and amotivation scores differ significantly on behalf of male students.

669

Academic Motivation , Self Determination Theory , Secondary School , Gender

Gaziantep University Journal Of Social Sciences

685

Gaziantep University Journal Of Social Sciences