About the Measure

Domains Motivation, goal orientation and perseverance
Key stages Key Stage 2, Key Stage 3
Subscales Motivation: Challenge; Curiosity/interest; MasteryEvaluation: Judgement; Criteria
Description This instrument measures motivation in relation to the subscales listed above. It uses a structured alternative format (see example item). High scores indicate more intrinsic motivation while low scores indicate more extrinsic motivation.
Example Some kids practise sport skills because they are interested in the sporty BUT Other kids practise sport skills because the physi
Link http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.1992.tb01018.x/abstract

Implementation details

No. of items 27
Format Likert
Respondent Self
Scoring Standardised
Time 0
Age 8-14
Cost single purchase Free - Available
Cost per child Free - Available

Psychometric details

UK norms Yes
Cronbach's α .61-.84
Test retest Not reported
Inter-rater reliability Not reported
EFA 5-factor oblique
CFA Examining similarity of MOSS to Harter's cognitive model:
Chi-square(395)= 565.0
p< 001
GFI= .749
AGFI= .705 (Weiss et al. 1985).
Criterion validity Not reported
Construct validity Not reported
Concurrent validity Not reported
Predictive validity Not reported
Responsiveness Not reported
Floor/Ceiling Not reported
References Weiss, M. R., Bredemeier, B. J., & Shewchuk, R. M. (1985). An intrinsic/extrinsic motivation scale for the youth sport setting: A confirmatory factor analysis. Journal of Sport Psychology, 7(1), 75-91. doi:10.1123/jsp.7.1.75
Rose, E., & Larkin, D. (2002). Validity of the Motivational Orientation in Sport Scale (MOSS) for use with Australian children. European Physical Education Review, 8(1), 51-68. doi:10.1177/1356336x020081004