On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale-Reference-Cited by-同舟云学术

On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale

Published:1993-03 Issue:1 Volume:53 Page:159-172
ISSN:0013-1644
Container-title:Educational and Psychological Measurement
language:en
Short-container-title:Educational and Psychological Measurement

Author:

Vallerand Robert J.¹,Pelletier Luc G.²,Blais Marc R.³,Briere Nathalie M.⁴,Senecal Caroline¹,Vallieres Evelyne F.⁵

Affiliation:

1. Research Laboratory on Social Behavior, University of Quebec at Montreal

2. University of Ottawa

3. Motivation and Quality of Life Laboratory, University of Quebec at Montreal

4. Montreal General Hospital

5. Research Office, Sollicitor General, Ottawa, Ont., Canada

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 seven subscales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish

Publisher

SAGE Publications

Subject

Applied Mathematics,Applied Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0013164493053001018

Reference16 articles.

1. Toward a motivational model of couple happiness.

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3. Intrinsic Motivation and Self-Determination in Human Behavior

4. Motivation and Education: The Self-Determination Perspective

5. A new instrument for measuring optimism and pessimism: Test-retest reliability and relations with happiness and religious commitment

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