About the Measure

Domains Motivation, goal orientation and perseverance, Perceptions of Self, Social and Emotional Competence
Key stages Key Stage 3, Key Stage 4
Subscales Self-reliance; Self-esteem; Goal-directed; Competitiveness; power; Recognition; token rewards; Social concern; Affiliation; Task involvement; Striving for excellence
Description This instrument's 11 subscales reflect the 11 dimensons of the Maehr model (McInerney & Sinclair, 1991).
Example Praise from my parents for good schoolwork is important to me
Link http://journals.sagepub.com/doi/pdf/10.1177/0022022192233009

Implementation details

No. of items 30
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 12-16
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms No
Cronbach's α .44-.95
Test retest Not reported
Inter-rater reliability Not reported
EFA 10-factor orthog
CFA 8 factors with correlated uniqueness:
Chi-square(659)= 2568.62
TLI= .903
RNI= .914
GFI= 932.
8 factors without correlated uniqueness:
Chi-square(674)= 3414.57
TLI= .864
RNI= .876
GFI= .909
Criterion validity Not reported
Construct validity Not reported
Concurrent validity Not reported
Predictive validity McInerney & Sinclair correctly predicted school leaving after year 10 through the Inventory of School Motivation for 70% of Aboriginal students, 72% Anglo students and 63% Migrant students.
Responsiveness Not reported
Floor/Ceiling Not reported
References McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of School Motivation: A cross-cultural validation study. Journal of Cross-Cultural Psychology, 23(3), 389-406. doi:10.1177/0022022192233009
McInerney, D. M., Yeung, A. S., & McInerney, V. (2000). Cross-cultural validation of the Inventory of School Motivation (ISM): Motivation Orientations of Navajo and Anglo students. Journal of Applied Measurement, 2(2), 135-153.