About the Measure

Domains Motivation, goal orientation and perseverance
Key stages Key Stage 2, Key Stage 3, Key Stage 4
Subscales Learning for curiosity versus learning to please the teacher; Incentive to work for one’s own satisfaction versus working to get grades and please the teacher; Preference for challenge versus preference for easy work; Desire to work independently versus dependence on the teacher; Internal criteria of success and failure versus external criteria
Description This instrument asseses whether children are instrinsically or extrinsically motivated in each of the subscales listed. Children (or their teacher) must first chose which statement is more true of them, of and intrinsic and extrinsic example. They then select whether this statement is really tru or somewhat true.
Example Some kids like hard work because it’s a challenge BUT Other kids prefer easy work that they are sure they can do
Link https://portfolio.du.edu/SusanHarter/page/44343

Implementation details

No. of items 15
Format Likert
Respondent Multiple
Scoring Complex
Time 0
Age 8-15
Cost single purchase Free
Cost per child Free

Psychometric details

UK norms No
Cronbach's α .54-.84
Test retest 9 months, r= [.48,.63]; 5 months, r= [.58,.76]
Inter-rater reliability Not reported
EFA 5-factor oblique
CFA Not reported
Criterion validity Not reported
Construct validity r= [.33,.57] with perceived cognitive competence
Concurrent validity Not reported
Predictive validity r= .72 between the preference for challenge subscale and an anagram choosing task
Responsiveness Not reported
Floor/Ceiling Not reported
References Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300–312. doi:10.1037/0012-1649.17.3.300