Skip to main content
SpringerLink
Log in

Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation

  • Published:
Child Indicators Research Aims and scope Submit manuscript

Abstract

Motivation, which refers to the force that drives a person to act, has been recognized as a crucial factor in promoting general well-being, along with a multitude of cognitive and psychological outcomes essential to thrive in varied domains and socio-cultural contexts. Motivation researchers have applied the Academic Motivation Scale (AMS), which emerged out of the work of self-determination theorists, in numerous studies that were set in Western contexts. It includes seven dimensions of motivation: amotivation, extrinsic motivation (external regulation, introjection and identification), and intrinsic motivation (to know, to experience stimulation and to accomplish). The purpose of the present study was to examine the cross-cultural applicability of the AMS among Singapore secondary students using both within-network and between-network approaches to construct validation. To examine the within-network aspect of validity, we used confirmatory factor analyses. We also examined the invariance of the AMS across students of different genders and academic abilities. To assess the between-network aspect of validity, we correlated AMS scores with two constructs that are entwined with academic well-being: teacher autonomy support and academic engagement. Our results supported the proposed seven‐factor structure of AMS and this structure was found to be invariant across gender and ability groups. We failed to find empirical support for the simplex structure of ordered AMS subscales. Extrinsic and intrinsic motivation scores were highly positively correlated, while amotivation negatively correlated with academic engagement and teacher autonomy support. Cross-cultural implications are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Akoto, E. O. (2014). Cross-cultural factorial validity of the academic motivation scale. Cross Cultural Management, 21(1), 104–125. doi:10.1108/ccm-11-2011-0100.

    Article  Google Scholar 

  • Areepattamannil, S. (2012). Mediational role of academic motivation in the association between school self-concept and school achievement among Indian adolescents in Canada and India. Social Psychology of Education, 15, 367–386.

    Article  Google Scholar 

  • Baker, S. R. (2004). Intrinsic, extrinsic, and amotivationivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189–202.

    Article  Google Scholar 

  • Barkoukis, V., Tsorbatzoudis, H., Grouios, G., & Sideridis, G. (2008). The assessment of intrinsic and extrinsic motivation and amotivationivation: Validity and reliability of the Greek version of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice, 15(1), 39–55. doi:10.1080/09695940701876128.

    Article  Google Scholar 

  • Byrne, B. M. (2001). Structural Equation Modeling with Amos: Basic Concepts, Applications, and Programming Mahwah, NJ: Erlbaum

  • Byrne, B. M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Comprobando la equivalencia multigrupal de un instrumento de medida: pasos del proceso., 20(4), 872–882.

    Google Scholar 

  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance. Structural Equation Modeling, 9(2), 233–255.

    Article  Google Scholar 

  • Chow, S. J., & Yong, B. C. S. (2013). Secondary School Students’ Motivation and Achievement in Combined Science. Online Submission

  • Cokley, K. O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample. Measurement and Evaluation in Counseling and Development, 34(2), 109–119.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press.

  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The Relation between Elementary Students’ Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. Journal of Educational Psychology, 104(4), 1006–1021.

    Article  Google Scholar 

  • Fairchild, A., Horst, J., Finney, S., & Barron, K. (2005a). Evaluating Existing and New Validity Evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30(3), 331–358.

    Article  Google Scholar 

  • Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005b). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30, 331–358.

    Article  Google Scholar 

  • Fogarty, G. (2007). Research on the Progressive Achievement Tests and academic achievement in secondary schools. Melbourne: Australian Council for Educational Research

  • Furrer, C., & Skinner, E. (2003). Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance. Journal of Educational Psychology, 95(1), 148.

    Article  Google Scholar 

  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting High School Students’ Cognitive Engagement and Achievement: Contributions of Classroom Perceptions and Motivation. Contemporary Educational Psychology, 29(4), 462–482.

    Article  Google Scholar 

  • Grouzet, F. M. E., Otis, N., & Pelletier, L. G. (2006). Longitudinal Cross-Gender Factorial Invariance of the Academic Motivation Scale. Structural Equation Modeling: A Multidisciplinary Journal, 13(1), 73–98.

    Article  Google Scholar 

  • Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, 42(1), 55–77.

    Article  Google Scholar 

  • Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis: A Global Perspective (Seventh ed.). Upper Saddle River, New Jersey: Pearson

  • Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (Vol. 6). US: Lawrence Erlbaum

  • Iyenggar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366.

    Article  Google Scholar 

  • Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644–661.

    Article  Google Scholar 

  • King, R. B., Ganotice, F. A., & Watkins, D. A. (2014). A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. Social Psychology of Education. doi:10.1007/s11218-014-9251-0.

    Google Scholar 

  • King, R. B., & McInerney, D. M. (in press). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist.

  • King, R. B., McInerney, D. M., & Watkins, D. A. (2012). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749–776.

    Article  Google Scholar 

  • King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28, 1505–1523.

    Article  Google Scholar 

  • Li, J. (2012). Cultural foundations of learning: East and West. NY: Cambridge University Press.

    Book  Google Scholar 

  • Lim, S. Y. (2010, July 3–7, 2010). Mathematics Attitudes and Achievement of Junior College Students in Singapore. Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia Freemantle, Western Australia

  • Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.

    Article  Google Scholar 

  • Markus, H. R., & Kitayama, S. (Eds.). (2003). Models of agency: Sociocultural diversity in the construction of action (Vol. 49). Lincoln University of Nebraska Press.

  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440. doi:10.1348/000709906x118036.

    Article  Google Scholar 

  • MOE. (2014a). Secondary Education. Singapore: Retrieved from http://www.moe.gov.sg/education/secondary/.

  • MOE. (2014b). Normal Course Curriculum. Singapore: Retrieved from http://www.moe.gov.sg/education/secondary/normal/.

  • Pajares, F. (2007). Culturalizing educational psychology. In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning (pp. 19–42). Charlotte, NC: Information Age.

    Google Scholar 

  • Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. doi:10.1037/0022-0663.95.4.667.

    Article  Google Scholar 

  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. doi:10.1037/0022-3514.57.5.749.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. doi:10.1006/ceps.1999.1020.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000b). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. doi:10.1037/110003-066X.55.1.68.

    Article  Google Scholar 

  • Schumacker, R. E., & Lomax, R. G. (2004). A Beginner’s Guide to Structural Equation Modeling (Second edition) Mahwah. NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology, 34(1), 49–72. doi:10.1080/01443410.2013.825232.

    Article  Google Scholar 

  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? Journal of Educational Psychology, 100(4), 765–781.

    Article  Google Scholar 

  • Smith, K. J., Davy, J. A., & Rosenberg, D. L. (2012). An Empirical Analysis of an Alternative Configuration of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice, 19(2), 231–250.

    Article  Google Scholar 

  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22, 290–305.

    Article  Google Scholar 

  • Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de I’Echelle de Motivation en Education (EME) (Construction and validation of the Echelle de Motivation en Education (EME). Canadian Journal of Behavioral Sciences, 21, 323–349.

    Article  Google Scholar 

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivationivation in education. Educational and Psychological Measurement, 52, 1003–1017.

    Article  Google Scholar 

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic and amotivationivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159–172.

    Article  Google Scholar 

  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality & Social Psychology, 87(2), 246–260. doi:10.1037/0022-3514.87.2.246.

    Article  Google Scholar 

  • Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97, 468–483.

    Article  Google Scholar 

  • Watkins, D. A., & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 3–26). Hong Kong: Comparative Education Research Centre, The University of Hong Kong and Melbourne, Australia: Australian Council for Education Research.

  • Williams, G. C., & Deci, E. L. (1996). Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory. Journal of Personality & Social Psychology, 70(4), 767–779.

    Article  Google Scholar 

  • Yu, A. B., & Yang, K. S. (1994). The nature of achievement motivation in collectivist societies In H. C. T. U. Kim, C. Kagitcibasi, S. C. Choi & G. Yoon (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 239–250). Thousand Oaks, CA: Sage

  • Zusho, A., & Clayton, R. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239–260.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Imelda S. Caleon, Ma. Glenda L. Wui, Jennifer Pei-Ling Tan, Ching Leen Chiam & Tan Chee Soon

  2. Department of Curriculum and Instruction, The Hong Kong Institute of Education, Hong Kong, China

    Ronnel B. King

Authors
  1. Imelda S. Caleon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ma. Glenda L. Wui
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jennifer Pei-Ling Tan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ching Leen Chiam
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Tan Chee Soon
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Ronnel B. King
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Imelda S. Caleon.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Caleon, I.S., Wui, M.G.L., Tan, J.PL. et al. Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation. Child Ind Res 8, 925–942 (2015). https://doi.org/10.1007/s12187-014-9298-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12187-014-9298-7

Keywords

Search

Navigation