About the Measure

Domains Motivation, goal orientation and perseverance, Perceptions of Self
Key stages Key Stage 2, Key Stage 3, Key Stage 4, Key Stage 5
Subscales Adaptive cognition: Self-efficacy; Valuing; Mastery orientationAdaptive behaviour: Planning; Task management; PersistenceImpeding cognition: Anxiety; Failure avoidance; Uncertain controlMaladaptive behaviour: Self-handicapping; Disengagement
Description This instrument is based on the Motivation Engagement Wheel, a model that splits dimensions into cognition and behaviour and further by adaptive or maladaptive, forming 4 quadrants. Several versions of the instrument are available according to school-level, as well as for specific subjects such as music and sport. Psychometrics reported here, refer to broad school versions. Separate versions exist for junior/elementary/primary and high school students.
Example If I try hard, I believe I can do my schoolwork well
Link http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8/
Psychometry
Implementation

Implementation details

No. of items 44
Format Likert
Respondent Self
Scoring Complex
Time 15
Age 9-18
Cost single purchase MES PACK (Aus$14
Cost per child -

Psychometric details

UK norms No
Cronbach's α .70-.82
Test retest Not reported
Inter-rater reliability Not reported
EFA Not reported
CFA Elementary school
Chi-square(847/886)= 1881.10/2155.87
CFI= .98/.97
NNFI= .97/.97
RMSEA= .04/.05
High school:
Chi-square(847/886)= 28217.75/36732.07
CFI= .98/.98
NNFI= .98/.98
RMSEA= .04/.04
Criterion validity Not reported
Construct validity CFA demonstrated that adaptive dimensions were significantly positively related to enjoyment, participation, buoyancy, positive intent and homework completion in elementary school, while maladaptive dimensions were significantly negatively correlated: c² (1,393) = 2,915.33, ; p < .001, CFI = .98; NNFI = .98; RMSEA = .04. A similar model was supported in the high school sample: c²(1650)= 52,112,
; p < .001, CFI = .98; NNFI = .98,;RMSEA = .04 (Martin, 2009)
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Liem, G. A. D., & Martin, A. J. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47(1), 3-13. doi:10.1111/j.1742-9544.2011.00049.x
Martin, A. J. (2009). Motivation and engagement across the academic life span a developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794-824. doi:10.1177/0013164409332214
Martin, A. J. (2016). Motivation and Engagement Scale Junior School (MES-JS) Test User Manual, (17th Ed). Sydney, Australia: Lifelong Achievement Group. Retrieved from www.lifelongachievementgroup.com
Martin, A. J. (2016). The Motivation and Engagement Scale (16th Edition). Sydney, Australia: Lifelong Achievement Group. Retrieved from www.lifelongachievementgroup.com