This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.
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