Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-25T16:41:20.984Z Has data issue: false hasContentIssue false
  • English
  • Français

Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context

Published online by Cambridge University Press:  10 January 2013

José Martín-Albo ,
Juan L. Núñez  and
José G. Navarro
José Martín-Albo*
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
Juan L. Núñez
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
José G. Navarro
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
*
Correspondence concerning this article should be addressed to José Martín-Albo, Departamento de Psicología y Sociología. Universidad de Las Palmas de Gran Canaria. C/. Santa Juana de Arco, 1. 35004 Las Palmas, (Spain), Phone: 34-928-458924. Fax: 34-928-452880. E-mail: jmartin@dps.ulpgc.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of the present research was to translate into Spanish and analyze the psychometricA properties of the Situational Motivation Scale (SIMS). The participants were 373 undergraduate students (126 males and 247 females). Factor validity was tested via confirmatory factor analysis. Based on factor loadings and modification indexes, the SIMS was reduced to a 14-item model. This respecification showed adequate internal consistency and construct validity. The multistep analysis of invariance revealed that the factor structure of the SIMS is invariant across gender. Likewise, MANOVA revealed that amotivation was the only significant variable across gender. Predictive validity was assessed through path analysis. The results support the preliminary use of the Spanish version of the SIMS for the assessment of situational motivation in education.

El objetivo de la presente investigación fue traducir al español y analizar las propiedades psicométricas del Situational Motivation Scale (SIMS) en una muestra de 373 estudiantes universitarios (126 hombres y 247 mujeres). La validez factorial fue probada a través de análisis factorial confirmatorio. Los pesos factoriales y los índices de modificación mostraron la necesidad de reespecificar el modelo eliminando dos items. La versión de 14 items mostró adecuada validez de constructo y consistencia interna siendo invariante respecto al género. Asimismo, el MANOVA mostró diferencias significativas de género en la dimensión amotivación. Además, se analizó la validez predictiva mediante un path análisis. Los resultados apoyan de forma preliminar la utilización de la versión española de la SIMS para evaluar la motivación situacional en educación.

Keywords

self-determinationcollege studentpsychometric propertiessituational motivationautodeterminaciónestudiantes universitariospropiedades psicométricasmotivación situacional
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 12 , Issue 2 , November 2009 , pp. 799 - 807
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Blais, M. R., & Vallerand, R. J. (1991). Échelle de perception d'autodétermination dans les domaines de vie (ÉPADV-16). Unpublished manuscript. Universitè du Québec.Google Scholar
Blais, M. R., Vallerand, R. J., & Lachance, L. (1990). The Perceived Autonomy in Life Domains Scale. Unpublished manuscript. Universitè du Québec.Google Scholar
Brislin, R. W. (1986). The wording and translation of research instruments. In Lonner, W. & Berry, J. (Eds.), Field methods in cross-cultural research (pp. 137–164). Beverly Hills: Sage.Google Scholar
Byrne, B. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.Google Scholar
Byrne, B., Shavelson, R., & Muthen, B. (1989). Testing for the equivalence factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin, 105, 456–466.CrossRefGoogle Scholar
Chantal, Y., Guay, F., & Vallerand, R. J. (1996). A structural analysis of the motivational consequences: A test of the specificity hypothesis. Unpublished manuscript. Universitè du Québec.Google Scholar
Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.CrossRefGoogle Scholar
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In Dienstbier, R. (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237–288). Lincoln: University of Nebraska Press.Google Scholar
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination theory perspective. Educational Psychologist, 26, 325–346.CrossRefGoogle Scholar
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessement of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175–213.CrossRefGoogle Scholar
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.CrossRefGoogle Scholar
Jöreskog, K. G., & Sörbom, D. (1993). Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.Google Scholar
Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139, 355–368.CrossRefGoogle Scholar
Kowal, J., & Fortier, M. S. (2000). Testing relationships from the hierarchical model of intrinsic and extrinsic motivation using flow as a motivational consequence. Research Quarterly for Exercise and Sport, 71, 171–181.CrossRefGoogle ScholarPubMed
Marsh, H. W. (1993). The multidimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal, 30, 841–860.CrossRefGoogle Scholar
Ntoumanis, N., & Blaymires, G. (2003). Contextual and situacional motivation in education: A test of the specificity hypothesis. European Physical Education Review, 9, 5–21.CrossRefGoogle Scholar
Núñez, J. L., Martín-Albo, J., & Navarro, J. G. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. Psicothema, 17, 344–349.Google Scholar
Núñez, J. L., Martín-Albo, J., Navarro, J. G, & González, V. M. (2006). Preliminary validation of a Spanish versión of the Sport Motivation Scale. Perceptual and Motor Skills, 102, 919–930.CrossRefGoogle ScholarPubMed
Richer, S., Blanchard, C., & Vallerand, R. J. (2002). A motivational model of work turnover. Journal of Applied Social Psychology, 32, 2089–2113.CrossRefGoogle Scholar
Ryan, R. M. (1995). The integration of behavioral regulation within life domains. Journal of Personality, 63, 397–429.CrossRefGoogle Scholar
Shumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modeling. Mahwah, NJ: Erlbaum.Google Scholar
Standage, M., Treasure, D. C., Duda, J. L., & Prusak, K. A. (2003). Validity, realiability, and invariance of the Situational Motivation Scale (SIMS) across diverse physical activity contexts. Journal of Sport and Exercise Psychology, 25, 19–43.CrossRefGoogle Scholar
Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747–760.CrossRefGoogle Scholar
Ullman, J.B (1996). Structural equation modelling. In Tabachnick, B.G. & Fidell, L. S. (Eds.), Using multivariate statistics (pp. 709–780). New York: HarperCollins.Google Scholar
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna, M. P. (Ed.), Advances in experimental social psychology: Vol. 29 (pp. 271–360). San Diego: Academic Press.Google Scholar
Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l'Échelle de Motivation en Éducation (EME). Canadian Journal of Behavioral Sciences, 21, 323–349.CrossRefGoogle Scholar
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.CrossRefGoogle Scholar
Vallerand, R. J., & Reid, G. (1988). On the relative effects of positive and negative verbal feedback on males' and females' intrinsic motivation. Canadian Journal of Behavioral Sciences, 20, 239–250.CrossRefGoogle Scholar