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      Psychometric properties of the Adolescents' Academic Motivation Scale (AAMS) in a representative sample of Dominican Republic high school students Translated title: Propiedades psicométricas de la Escala de Motivación Académica de los Adolescentes (EMAA) en una muestra representativa de estudiantes de instituto de la República Dominicana

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          Abstract

          Abstract Within the growing body of research that has focused on academic success, academic motivation has gathered considerable attention. The aim of this this research is to present the first validation of the Adolescents' Academic Motivation Scale (AAMS). Total sample was composed by 1712 students of secondary education from two districts in the Dominican Republic. The main measurement outcome was the AAMS. Results from the CFA were satisfactory: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079 (.061, .097), and SRMR = .024. IRT analyses favored the two-parameter logistic model, indicating that items were not equally discriminant. Structural Equation Model with latent variables in which academic motivation was a significant predictor of grades resulted in excellent fit: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 90% CI (.032, .044), and SRMR = .025. In sum, this work presents an exhaustive psychometric analysis of the AAMS in a representative sample of high school Dominican students.

          Translated abstract

          Resumen Entre el creciente cuerpo de investigación que se ha centrado en el éxito académico, la motivación académica ha captado considerable atención. El objetivo de esta investigación es presentar la primera validación de la Escala de Motivación Académica de los Adolescentes (EMAA). La muestra total estuvo compuesta por 1712 estudiantes de secundaria de dos distritos de la República Dominicana. La medida principal fue la EMAA. Los resultados del AFC fueron satisfactorios: χ2(5) = 57.73, p < .001; CFI = .970; RMSEA = .079, 90% CI (.061, .097), y SRMR = .024. Los análisis de TRI favorecieron al modelo logístico de dos parámetros, indicando que los ítems no fueron igualmente discriminativos. El Modelo de Ecuaciones Estructurales en el que la motivación académica predecía de forma estadísticamente significativa las calificaciones obtuvo un ajuste excelente: χ2(53) = 182.76, p < .001; CFI = .980; RMSEA = .038 (.032, .044), and SRMR = .025. En resumen, este trabajo presenta un exhaustivo análisis psicométrico de la EMAA en una muestra representativa de estudiantes dominicanos de instituto.

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          What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

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            Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.

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              Gender and motivation

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                Author and article information

                Journal
                ap
                Anales de Psicología
                Anal. Psicol.
                Universidad de Murcia (Murcia, Murcia, Spain )
                0212-9728
                1695-2294
                April 2022
                : 38
                : 1
                : 93-100
                Affiliations
                [1] orgnameUniversidad Autónoma de Santo Domingo Dominican Republic
                [2] Valencia orgnameUniversitat de Valencia orgdiv1Department of Methodology for the Behavioral Sciences Spain
                Article
                S0212-97282022000100011 S0212-9728(22)03800100011
                10.6018/analesps.451641
                77d2951d-f371-4d1b-8a3f-b76971d99df2

                This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

                History
                : 21 October 2020
                : 01 July 2021
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 43, Pages: 8
                Product

                SciELO Spain

                Categories
                Developmental and Educational Psychology

                Students,Motivación académica,Teoría de la respuesta al ítem,Análisis factorial confirmatorio,Modelos de ecuaciones estructurales,Estudiantes,Calificaciones,Academic motivation,Item response theory,Confirmatory factor analysis,Structural equation modelling,Grades

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