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 |