The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education
1992/12/01 by Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais +6 · 2,816 citations
Mathematics · Psychology · #Amotivation #Behavioral Health and Interventions #Confirmatory factor analysis #Developmental psychology #Education, Achievement, and Giftedness #Goal theory #Internal consistency #Intrinsic motivation #LISREL #Mathematics #Motivation and Self-Concept in Sports #Psychology #Psychometrics #Reliability (semiconductor) #Scale (ratio) #Self-determination theory #Social psychology #Statistics #Structural equation modeling #Test (biology) #Test validity
paper · doi:10.1177/0013164492052004025
published in Educational and Psychological Measurement 52(4), 1003-1017 (SAGE Publishing)
openalex publication_date 1992/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02
Abstract
A new measure of motivation toward education has been developed in French, namely the Echelle de Motivation en Education (EME). The EME is based on the tenets of self-determination theory and is composed of 28 items subdivided into seven sub-scales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and a motivation. The purpose of this investigation was to cross-culturally validate in English the EME. The EME was translated in English through appropriate methodological procedures and completed by university students. Results revealed that the English version of the scale renamed the Academic Motivation Scale (AMS), has satisfactory levels of internal consistency (mean alpha value = .81) and temporal stability over a one-month period (mean test-retest correlation = .79). In addition, results of a confirmatory factor analysis (LISREL) confirmed the seven-factor structure of the AMS. Finally, gender differences obtained with the EME were basically replicated with the AMS. In sum, the present findings provide adequate support for the factorial validity and reliability of the AMS and support its use in educational research on motivation.
Citations
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