Notifications
Clear all
Hello and welcome to Psychology Roots Forums! We are thrilled to have joined us in this space dedicated to all things related to psychology. Participating in forums can be a great way to learn from others, share your own experiences and knowledge, and connect with like-minded individuals. You can engage in discussions on topics ranging from the latest research in psychology to practical tips for improving mental health.
We also invite you to take advantage of the resources available on our website, including articles, videos, and recommended readings. With so much information at your fingertips, Psychology Roots Forums is the perfect place to begin or deepen your exploration of psychology.
Scales, Questionnaire and Test
6
Posts
2
Users
0
Likes
703
Views
Topic starter
17/02/2023 4:43 pm
Please can i avail the manual
17/02/2023 4:55 pm
As Per our Information, We already updated on our Post "https://psychologyroots.com/academic-motivation-scale-ams-c-28/"
and Author Website
KEY FOR AMS-28
# 2, 9, 16, 23 Intrinsic motivation - to know
# 6, 13, 20, 27 Intrinsic motivation - toward accomplishment
# 4, 11, 18, 25 Intrinsic motivation - to experience stimulation
# 3, 10, 17, 24 Extrinsic motivation - identified
# 7, 14, 21, 28 Extrinsic motivation - introjected
# 1, 8, 15, 22 Extrinsic motivation - external regulation
# 5, 12, 19, 26 Amotivation
17/02/2023 4:57 pm
On Author Website, There are two scale of AMS-C
- ACADEMIC MOTIVATION SCALE (AMS-C 28) COLLEGE (CEGEP) VERSION
- ACADEMIC MOTIVATION SCALE (AMS-C 28) COLLEGE VERSION
17/02/2023 5:01 pm
You can more sepcify your question, I will try to answer regarding AMS-C. As per official website, there are no any manual available or Develop. reply this topic for further info.
Topic starter
17/02/2023 5:09 pm
- Thank you sir, how about the scoring procedure and how to interpret the results from the scoring. Sir can i ask a example on how to do this things.
18/02/2023 7:16 pm
Administration: The AMS-C 28 is a self-report questionnaire that is typically administered to students in academic settings. It can be completed online or on paper, and takes approximately 10-15 minutes to complete. Respondents indicate their level of agreement with each item on a Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree).
Scoring: Each item on the AMS-C 28 is assigned to one of the seven subscales (dimensions) of academic motivation. The subscales are scored separately by summing the responses to the relevant items, with higher scores indicating higher levels of motivation on that subscale. The scores on the subscales can range from 7 to 49.
Interpretation: The scores on the subscales of the AMS-C 28 can be used to interpret the type and level of motivation that students have for academic activities.
For the three subscales related to intrinsic motivation (intrinsic motivation to know, intrinsic motivation toward accomplishment, and intrinsic motivation to experience stimulation), higher scores indicate greater levels of internal motivation. This means that students are more likely to engage in academic activities because they find them interesting, challenging, and rewarding in and of themselves.
For the identified regulation subscale, higher scores indicate that students are motivated by a sense of personal identification with a particular value or goal. This type of motivation is less internal than intrinsic motivation, but is still considered to be relatively autonomous.
For the introjected regulation subscale, higher scores indicate that students are motivated by feelings of guilt or pressure to avoid negative consequences, such as shame or disappointment.
For the external regulation subscale, higher scores indicate that students are motivated by external rewards or punishments, such as grades or teacher approval.
Finally, for the amotivation subscale, higher scores indicate a lack of motivation or interest in academic activities.
Overall, the AMS-C 28 can provide insights into the type and level of motivation that students have for academic activities, which can be useful for educators, researchers, and policy-makers who are interested in promoting student engagement and achievement.