About the Measure
| Domains | Meta-cognition, Motivation, goal orientation and perseverance, Perceptions of Self |
| Key stages | Key Stage 2, Key Stage 3 |
| Subscales | Mastery orientation; Intrinsic orientation; Cooperative orientation; Individual; Ego orientation; Competition orientation; Orientation to approach success; Avoid failure |
| Description | This instrument is based on the Big-Two-Factor Theory of academic motivation that states that a range of academic motivation constructs can be represented by the high-order domains Performance (Ego) and Learning (Mastery/Task). |
| Example | I do good school work because I want my teacher to say nice things about me |
| Link | http://www.tandfonline.com/doi/abs/10.1207/S15327906MBR3802_3 |
| Psychometry | |
| Implementation |
Implementation details
| No. of items | 44 |
| Format | Likert |
| Respondent | Self |
| Scoring | Standardised |
| Time | 0 |
| Age | 7-12 |
| Cost single purchase | Free - Available |
| Cost per child | Free - Available |
Psychometric details
| UK norms | No |
| Cronbach's α | w= [.80, |
| Test retest | 8 months, r= [.53,.68] |
| Inter-rater reliability | Not reported |
| EFA | Not reported |
| CFA | Combined time point higher-order model: Chi-square(3654)= 7664.41 RNI= .906 RMSEA= .043 |
| Criterion validity | Not reported |
| Construct validity | Gender and age effects higher-order model: c²(3826)= 8210.64; RNI= .893; RMSEA=.043 |
| Concurrent validity | Not reported |
| Predictive validity | Not reported |
| Responsiveness | Not reported |
| Floor/Ceiling | Not reported |
| References | Marsh, H. W., Craven, R. G., Hinkley, J. W., & Debus, R. L. (2003). Evaluation of the Big-Two-Factor Theory of academic motivation orientations: An evaluation of jingle-jangle fallacies. Multivariate Behavioral Research, 38(2), 189-224. doi:10.1207/s15327906mbr3802_3 |