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Unfolding analyses of the Academic M...

Miller, Betty Jo.

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Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory./
Author:	Miller, Betty Jo.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1979.
Contained By:	Dissertation Abstracts International68-03B.
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256984

Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory.
Miller, Betty Jo.

Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory. - 116 p.

Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1979.

Thesis (Ph.D.)--James Madison University, 2007.

Using the framework of a strong program of construct validation (Benson, 1998), the current study investigated Self-Determination Theory (SDT; Deci & Ryan, 1985), the construct of academic motivation, and the Academic Motivation Scale (AMS; Vallerand et al., 1992). Building upon a body of prior research that provided only limited support for the theory and the seven-factor structure of the scale, a technique other than factor analysis was used to analyze responses to the AMS. Specifically, the utility of a unidimensional unfolding model in analyzing such responses was explored. In addition, scale development efforts were pursued, and multiple measures of academic motivation within a single sample of students were compared.Subjects--Topical Terms:

543175
Education, Higher.

Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory.
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035 $a (UMI)AAI3256984
035 $a AAI3256984
040 $a UMI $c UMI
100 1 $a Miller, Betty Jo. $3 1291549
245 1 0 $a Unfolding analyses of the Academic Motivation Scale: A different approach to evaluating scale validity and self-determination theory.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1979.
502 $a Thesis (Ph.D.)--James Madison University, 2007.
520 $a Using the framework of a strong program of construct validation (Benson, 1998), the current study investigated Self-Determination Theory (SDT; Deci & Ryan, 1985), the construct of academic motivation, and the Academic Motivation Scale (AMS; Vallerand et al., 1992). Building upon a body of prior research that provided only limited support for the theory and the seven-factor structure of the scale, a technique other than factor analysis was used to analyze responses to the AMS. Specifically, the utility of a unidimensional unfolding model in analyzing such responses was explored. In addition, scale development efforts were pursued, and multiple measures of academic motivation within a single sample of students were compared.
520 $a Data were collected from three large samples of university students over the period of one year. The AMS and other instruments were self-report measures administered on computer and by paper-and-pencil. Qualitative data were collected from the second sample for the purposes of exploring new content for pilot items and for explaining certain results.
520 $a Results have important implications for both SDT and the measurement of academic motivation using the AMS. A unidimensional unfolding model was shown to provide adequate fit to the data, supporting the argument that academic motivation is a single construct ordered along a continuum according to increasingly internal degrees of self-regulation. Using the estimated item locations, a shortened version of the AMS was proposed that was highly reliable and consistent with SDT. Finally, a comparison of unfolded motivation scores with summated AMS subscale scores revealed the "folding" of the response process.
590 $a School code: 1357.
650 4 $a Education, Higher. $3 543175
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0632
690 $a 0745
710 2 0 $a James Madison University. $3 1023976
773 0 $t Dissertation Abstracts International $g 68-03B.
790 $a 1357
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256984