Loading...
Evidence of a continuum structure of academic self-determination : A two-study test using a bifactor-ESEM representation of academic motivation
Litalien, David Morin, Alexandre J. S. Gagné, Marylène Vallerand, Robert J. Losier, Gaëtan F. Ryan, Richard M.
Litalien, David
Morin, Alexandre J. S.
Gagné, Marylène
Vallerand, Robert J.
Losier, Gaëtan F.
Ryan, Richard M.
Abstract
Self-determination theory postulates various types of motivation can be placed on a continuum accordingto their level of relative autonomy, or self-determination. We analyze this question through the applica-tion of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate(N= 547; Study 1) and graduate (N= 571; Study 2) students. In both studies, the results showed thatbifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided asimultaneous assessment of the global level of self-determination and of the specific motivation factors.Global academic self-determination positively predicted satisfaction with studies and vitality. It also neg-atively predicted dropout intentions and ill-being. Specific motivation types additionally predicted out-comes over and above the global factor.
Keywords
bifactor-ESEM, self-determination theory, academic motivation scale, continuum
Date
2017
Type
Journal article
Journal
Contemporary Educational Psychology
Book
Volume
51
Issue
Page Range
67-82
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open