The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students


  • Britt Karin Støen Utvær Norwegian University of Science and Technology, Norway
  • Gørill Haugan Norwegian University of Science and Technology, Norway



Self-determination theory, academic motivation scale, confirmatory factor analysis, vocational students, school completion


Self-determination theory (SDT) distinguishes types of motivation according to types of self-regulation along a continuum of internalisation. Types of motivation vary in quality and outcomes and are frequently used in research as predictors of educational outcomes such as learning, performance, engagement, and persistence. The Academic Motivation Scale (AMS), which is based on the SDT, has not previously been evaluated in Norway. In response, by using correlation and confirmatory factor analysis, we examined the dimensionality, reliability, and construct validity of the AMS among vocational health and social care students. Our hypothesised 7-factor model demonstrated the best fit, while the AMS demonstrated good reliability and construct validity in the sample of students. However, some improvements remain necessary. In predicting the rate of school completion among students on vocational tracks, amotivation and identified regulation appeared to be more powerful as intrinsic motivational variables.


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How to Cite

Utvær, B. K. S., & Haugan, G. (2016). The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students. Nordic Journal of Vocational Education and Training, 6(2), 17–45.



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