Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren

Gordeeva T.O.; Sychev O.A.; Gizhitsky V.V.; Gavrichenkova T.K.

doi:10.17759/pse.2017220206

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

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Psychological Science and Education
2017. Vol. 22, no. 2, 65–74
doi:10.17759/pse.2017220206
ISSN: 1814-2052 / 2311-7273 (online)

Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren

Gordeeva T.O., Doctor in Psychology, associate professor, Department of Educational Psychology, Psychological Faculty, Lomonosov Moscow State University, Moscow, Russia, tamgordeeva@gmail.com
Sychev O.A., Ph.D. in Psychology, Associate Professor, Shukshin Altai State Humanities Pedagogical University, Biysk, Russia, osn1@mail.ru
Gizhitsky V.V., Ph.D. in Psychology, Assistant Professor, Department of Pedagogics and Medical Psychology, Faculty of Higher Nursing Training, Psychology and Social Work, I.M.Sechenov First Moscow State Medical University, Moscow, Russia, viktor.gizhitsky@yandex.ru
Gavrichenkova T.K., Educational Psychologist, State Comprehensive School №179, Moscow Institute of Open Education, Moscow, Russia, tamara.gavrichenkova@gmail.com

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The paper focuses on the development of the questionnaire Scales of Academic Motivation in School-Age Children based on the Academic motivation questionnaire for university students previously developed by T.Gordeeva, O.Sychev and E.Osin.The theoretical foundation of this questionnaire is the self-determination theory and its subtheory of intrinsic and extrinsic motivation.Confirmatory factor analysis proved the 8-scale structure of the questionnaire defining three closely related types of intrinsic motivation (learning, achievement and self-development motivation), four typical types of extrinsic motivation in learning activity (self-respect motivation, introjected motivation, two types of external motivation), and amotivation.All scales demonstrate acceptable reliability (0,72 < α < 0,90) and expected correlations with indicators of persistence in learning, subjective well-being and academic achievement.Basing on the revealed gender differences in motivation the paper presents normative data both for adolescent girls and boys. This research was carried out with the support of state subsidies allocated to the National Research University Higher School of Economics within the programme of state support of Russia’s leading universities in order to enhance their competitiveness among major global scientific and educational centers.

Keywords: diagnostics of learning motivation, validity, reliability, internal motivation, external motivation, academic achievements, school-aged children

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/pse.2017220206

For Reference

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