The factor structure of the Academic Motivation Scale (AMS) was examined with a sample of 578 Black college students. A confirmatory factor analysis of the AMS was conducted. Results indicated that the hypothesized seven-factor model did not fit the data. Implications for future research with the AMS are discussed.
AliverniniF.LucidiF. (2008). The Academic Motivation Scale (AMS): Factorial structure, invariance, and validity in the Italian context. TPM-Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220.
2.
AtkinsonJ. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 6, 359–372.
3.
AtkinsonJ. W.FeatherN. (Eds.). (1966). A theory of achievement motivation. New York, NY: Wiley.
4.
BanksW.McQuaterG. V.HubbardJ. L. (1977). Task-liking and intrinsic-extrinsic achievement orientations in Black adolescents. Journal of Black Psychology, 3(2), 61–71.
5.
BarkoukisV.TsorbatzoudisH.GrouiosG.SideridisG. (2008). The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice, 15(1), 39–55. doi:10.1080/09695940701876128
6.
BentlerP. M. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
7.
BentlerP. M.WuE. J. C. (1993). EQS/Windows user’s guide: Version 4. Los Angeles, CA: BMDP Statistical Software.
8.
ByrneB. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument. International Journal of Testing, 1(1), 55–86.
9.
CaldwellT.ObasiE. M. (2010). Academic performance in African American undergraduates: Effects of cultural mistrust, educational value, and achievement motivation. Journal of Career Development, 36(4), 348–369. doi:10.1177/0894845309349357
10.
CokleyK. (2001). Gender differences among African American students in the impact of racial identity on academic psychosocial development. Journal of College Student Development, 42, 480–486.
11.
CokleyK. O. (2003a). What do we know about the motivation of African American students? Challenging the “anti-intellectual” myth. Harvard Educational Review, 73(4), 524–558.
12.
CokleyK. O. (2003b). What do we know about the motivation of African American students? Challenging the “anti-intellectual” myth. Presented at the 16th Annual National Conference on Race and Ethnicity, San Francisco, CA.
13.
CokleyK. O.BernardN.CunninghamD.MotoikeJ. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34(2), 109–119.
14.
CokleyK.KomarrajuM.KingA.CunninghamD.MuhammadG. (2003). Ethnic differences in the measurement of academic self-concept in a sample of African American and European American college students. Educational and Psychological Measurement, 63(4), 707–722. doi:10.1177/0013164402251055
15.
DeciE. L.RyanR. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
16.
DeciE. L.RyanR. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In AronsonJ. (Ed.), Improving academic achievement: Impact of psycho-logical factors on education (pp. 61–87). New York, NY: Academic Press.
17.
FairchildA. J.HorstS.FinneyS. J.BarronK. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30(3), 331–358. doi:10.1016/j.cedpsych.2004.11.001
18.
FordhamS.OgbuJ. U. (1986). Black students’ school success: Coping with “burden of acting White.”Urban Review, 18, 176-206.
19.
GrahamS. (1994). Motivation in African Americans. Review of Educational Research, 64(1), 55–117. doi:10.2307/1170746
20.
GrahamS. (1997). Using attribution theory to understand social and academic motivation in African American youth. Educational Psychologist, 32(1), 21–34. doi:10.1207/s15326985ep3201_2
21.
GregoryV. R. (2010). Gregory Research Beliefs Scale: Factor structure and internal consistency. Research on Social Work Practice, 20(6), 641–650. doi:10.1177/10497-31509353049
22.
HairJ. F.Jr.AndersonR. E.TathamR. L.BlackW. C. (1995). Multivariate data analysis with readings (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
23.
HensonR. K.RobertsJ. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393–416.
24.
HoelterJ. W. (1983). The analysis of covariance structures: Goodness of fit indices. Sociological Methods and Research, 11, 325–344.
25.
HudleyC. (2009). Academic motivation and achievement of African American youth. In NevilleH. A.TynesB. M.UtseyS. O. (Eds.), Handbook of African American psychology (pp. 187–197). Thousand Oaks, CA: SAGE.
26.
MatsumotoD. (2000). Cultural influences on research methods and statistics. Long Grove, IL: Waveland Press.
27.
NorusisM. J. (1993). SPSS professional statistics 6.1. Chicago, IL: SPSS, Inc.
28.
OgbuJ. U. (2004). Collective identity and the burden of “acting White” in Black history, community, and education. Urban Review, 36(1), 1–35. doi:10.1023/B:URRE.0000042-734.83194.f6
29.
PressleyM.RaphaelL.GallagherJ.DiBellaJ. (2004). Providence-St. Mel School: How a school that works for African American students works. Journal of Educational Psychology, 96(2), 216–235. doi:10.1037/0022-0663.96.2.216
30.
RushtonJ. P. (1997). Race, evolution, and behavior: A life history perspective. New Brunswick, NJ: Transaction.
31.
RushtonJ.JensenA. R. (2005). Thirty years of research on race differences in cognitive ability. Psychology, Public Policy, and Law, 11(2), 235–294. doi:10.1037/1076- 8971.11.2.235
32.
RyanR. M.DeciE. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–57.
33.
RyanR. M.DeciE. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
34.
SmithK. J.DavyJ. A.RosenbergD. L. (2010). An examination of the validity of the Academic Motivation Scale with a United States business student sample. Psychological Reports, 106(2), 323–341. doi:10.2466/PR0.106.2.323-341
35.
SteigerJ. H.LindJ. C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychonomic Society, Iowa City, IA.
36.
TabachnickB. G.FidellL. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Allyn & Bacon.
37.
TaylorM. A.PastorD. A. (2007). A confirmatory factor analysis of the Student Adaptation to College Questionnaire. Educational and Psychological Measurement, 67, 1002–1018.
38.
ThompsonB. (1997). The importance of structure coefficients in structural equation modeling confirmatory factor analysis. Educational and Psychological Measurement, 57, 5–19.
39.
ThompsonB. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
40.
ThompsonB.DanielL. G. (2004). Factor analytic evidence for the construct validity of scores: A historical overview and some guidelines. Educational and Psychological Measurement, 56, 197–208.
41.
TsorbatzoudisH.BarkoykisV.GrouiosG. (2001). A preliminary study of the psychometric properties of the academic motivation scale. Psychology: The Journal of the Hellenic Psychological Society, 8(4), 526–537.
42.
VallerandR. J.BlaisM. R.BrièreN. M.PelletierL. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 21(3), 323–349. doi:10.1037/h0079855
43.
VallerandR. J.PelletierL. G.BlaisM. R.BrièreN. M. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. doi:10.1177/001316449-2052004025
44.
VallerandR. J.PelletierL. G.BlaisM. R.BrièreN. M. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159–172. doi:10.1177/0013164493053001018
45.
van LaarC. (2000). The paradox of low academic achievement but high self-esteem in African American students: An attributional account. Educational Psychology Review, 12(1), 33–61. doi:10.1023/A:1009032900261
46.
WatkinsM. (2000). Monte Carlo PCA for parallel analysis [computer software]. State College, PA: Ed & Psych Associates.
47.
WeinerB. (1986). An attributional theory of emotion and motivation. New York, NY: Springer-Verlag.
48.
WestS. G.FinchJ. F.CurranP. J. (1995). Structural equation models with nonnormal variables. In HoyleR. H. (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 57–75). Thousand Oaks, CA: SAGE.
49.
WorrellF. C.WatsonS. (2008). A confirmatory factor analysis of cross racial identity scale (CRIS) scores: Testing the expanded nigrescence model. Educational and Psychological Measurement, 68(6), 1041–1058. doi:10.1177/0013164408318771
