Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education

Referencias bibliográficas

• Ajzen, I., y Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
• Alivernini, F., y Lucidi, F. (2008). The Academic Motivation Scale (AMS): Factorial structure, invariance and validity in the Italian context. Testing, Psychometrics, Methodology in Applied Psychology, 15(4), 211–220.
• Anderson, J. C., y Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. http://doi.org/10.1037/0033-2909.103.3.411
• Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
• Barkoukis, V., Tsorbatzoudis, H., Grouios, G., y Sideridis, G. (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. http://doi.org/10.1080/09695940701876128
• Bentler, P. M. (1989). EQS structural equations program manual. Los Angeles, CA: BMDP Statistical Software.
• Black, A. E., y Deci, E. L. (2000). The effects of instructors’ autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740 – 756.
• Boiché, J. C. S., Sarrazin, P. G., Grouzet, F. M. E., Pelletier, L. G., y Chanal, J. P. (2008). Students’ motivational profiles and achievement outcomes in physical education: a self-determination perspective. Journal of Educational Psychology, 100(3), 688–701. http://doi.org/10.1037/0022-0663.100.3.688
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.
• Caleon, I. S., Wui, M. G. L., Tan, J. P.-L., Chiam, C. L., Soon, T. C., y King, R. B. (2015). Cross-Cultural Validation of the Academic Motivation Scale: A Singapore Investigation. Child Indicators Research, 925–942. http://doi.org/10.1007/s12187-014-9298-7
• Can, G. (2015). Turkish version of the Academic Motivation Scale. Psychological Reports, 116(2), 388–408. http://doi.org/10.2466/14.08.PR0.116k24w5
• Chemolli, E., y Gagné, M. (2014). Evidence against the continuum structure underlying motivation measures derived from self-determination theory. Psychological Assessment, 26(2), 575–585. http://doi.org/10.1037/a0036212
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14(3), 464–504. http://doi.org/10.1080/10705510701301834
• Cokley, K. (2015). A Confirmatory Factor Analysis of the Academic Motivation Scale With Black College Students. Measurement and Evaluation in Counseling and Development, 48(2), 124–139. http://doi.org/10.1177/0748175614563316
• Cokley, K., Bernard, N., Cunningham, D., y Motoike, J. (2001). A psychometric investigation of the Academic Motivation Scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34, 109–119.
• Deci, E. L., y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Springer Science & Business Media. New York: Springer Science & Business Media.
• Deci, E. L., y Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the Self-Determination of behavior. Psychological Inquiry, 11(4), 227–268. http://doi.org/10.1207/S15327965PLI1104_01
• Eccles, J. S., y Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
• Ferriz, R., González-Cutre, D., y Sicilia, A. (2015). Revisión de la Escala del Locus Percibido de Causalidad (PLOC) para la inclusión de la medida de la regulación integrada en educación física. Revista de Psicologia Del Deporte, 24(2), 329–338.
• Fleiss, J. L. (2011). Design and analysis of clinical experiments. New York, NY: John Wiley & Sons. http://doi.org/10.1002/9781118032923
• Green-Demers, I., Pelletier, L. G., y Ménard, S. (1997). The impact of behavioral difficulty on the saliency of the association between self-determined motivation and environmental behaviors. Canadian Journal of Behavioral Science, 29, 157–166.
• Grouzet, F. M. E., Otis, N., y Pelletier, L. G. (2006). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale. Structural Equation Modeling: A Multidisciplinary Journal, 13(1), 73–98. http://doi.org/10.1207/s15328007sem1301_4
• Guay, F., Morin, A. J. S., Litalien, D., Valois, P., y Vallerand, R. J. (2015). Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 51–82. http://doi.org/10.1080/00220973.2013.876231
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., y Tatham, R. L. (2006). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
• Hsu, L. (2013). Work motivation, job burnout, and employment aspiration in hospitality and tourism students—An exploration using the self-determination theory. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 180–189. http://doi.org/10.1016/j.jhlste.2013.10.001
• Hu, L., y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
• Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
• Kim, H., y Cho, Y. (2014). Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67–81. http://doi.org/10.1080/1359866X.2013.855999
• Koludrović, M., y Ercegovac, I. R. (2015). Academic Motivation in the Context of Self-Determination Theory in Initial Teacher Education, 17(1), 25–36. http://doi.org/10.15516/cje.v17i0.1488
• Litalien, D., Guay, F., y Morin, A. J. S. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1–13. http://doi.org/10.1016/j.lindif.2015.05.006
• Lomax, R. G., y Schumacker, R. E. (2012). A beginner’s guide to structural equation modeling. Erlbaum: Routledge Academic.
• Mattos, B., Prados, E., y Padua, D. (2013). La voz del alumnado: Una investigación narrativa acerca de lo que siente, piensa, dice y hace el alumnado de Magisterio de Educación Física en su formación inicial. Movimento: Revista Da Escola de Educação Física, 19(4), 251–269.
• Ng, J. Y. Y., Ntoumanis, N., Thogersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., y Williams, G. C. (2012). Self-determination theory applied to health contexts: a meta-analysis. Perspectives on Psychological Science, 7(4), 325–340. http://doi.org/10.1177/1745691612447309
• Nunnally, I. H., y Bernstein, J. C. (1994). Psychometric theory. New York McGraw‐Hill.
• Núñez, J. L., Martín-Albo, J., y Navarro, J. G. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. Psicothema, 17(2), 344–349.
• Núñez, J. L., Martín-Albo, J., Navarro, J. G., y Suárez, Z. (2010). Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria. Estudios de Psicología, 31(1), 89–100. http://doi.org/10.1174/021093910790744590
• Pelletier, L. G., Rocchi, M. A., Vallerand, R. J., Deci, E. L., y Ryan, R. M. (2013). Validation of the revised sport motivation scale (SMS-II). Psychology of Sport and Exercise, 14(3), 329–341. http://doi.org/10.1016/j.psychsport.2012.12.002
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.
• Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., y Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734.
• Ryan, R. M., y Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761. http://doi.org/http://dx.doi.org/10.1037/0022-3514.57.5.749
• Stover, J. B., de la Iglesia, G., Boubeta, A. R., y Fernández-Liporace, M. (2012). Academic motivation scale: Adaptation and psychometric analyses for high school and college students. Psychology Research and Behavior Management, 5, 71–83. http://doi.org/10.2147/PRBM.S3318
• Uyulgan, M. A., y Akkuzu, N. (2014). An Overview of Student Teachers’ Academic Intrinsic Motivation. Educational Sciences: Theory & Practice, 14(1), 24–32. http://doi.org/10.12738/estp.2014.1.2013
• Vallerand, R. J. (2000). Deci and Ryan’s self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 11, 312–318.
• Vallerand, R. J., y Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60(3), 599–620.
• Vallerand, R. J., Blais, M. R., Brière, N. M., y Pelletier, L. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science, 21(3), 323–349.
• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., y Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53(4), 1003–1017.
• Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., y Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–688. http://doi.org/10.1037/a0015083
• Wilson, P. M., Rodgers, W. M., Loitz, C. C., y Scime, G. (2006). It’s who I am really! The importance of integrated regulation in exercise contexts. Journal of Applied Biobehavioral Research, 11(2), 79–104. http://doi.org/10.1111/j.1751-9861.2006.tb00021.x