Publication: Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education
Authors
Burgueño, Rafael ; Sicilia, Álvaro ; Medina-Casaubón, Jesús ; Alcaraz-Ibáñez, Manuel ; Lirola, María-Jesús
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
El objetivo de este estudio fue incorporar la medida de la regu-
lación integrada en la Échelle de Motivation en Éducation en el contexto espa-
ñol de la formación inicial del profesorado. Participaron 496 profesores en
formación inicial (233 hombres and 263 mujeres; M edad = 25.70, DT = 4.23)
del master en formación del profesorado en educación secundaria y bachi-
llerato, formación profesional y enseñanza de idiomas. El análisis factorial
confirmatorio mostró aceptables índices de ajuste para la estructura de 8
factores, la cual permaneció invariante respecto al género. La consistencia
interna y la estabilidad temporal fueron satisfactorias para cada uno de los 8
factores. El análisis de regresión lineal indicó que la regulación integrada
fue el mayor predictor sobre la intención de convertirse en docente. El
nuevo instrumento puede contribuir a una comprensión más profunda de
los procesos motivacionales involucrados en la formación inicial del profe-
sorado.
The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Span- ish initial teacher education context. There were 496 student participants (233 men and 263 women; M age = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The con- firmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Inter- nal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regula- tion was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motiva- tional processes involved in the initial teacher education context
The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Span- ish initial teacher education context. There were 496 student participants (233 men and 263 women; M age = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The con- firmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Inter- nal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regula- tion was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motiva- tional processes involved in the initial teacher education context
publication.page.subject
Citation
item.page.embargo
Collections
Ir a Estadísticas
Sin licencia Creative Commons.