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

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