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AD ALTA

JOURNAL OF INTERDISCIPLINARY RESEARCH

CROSS-CULTURAL ADAPTATION OF ACADEMIC MOTIVATION SCALE OF VALERAND(AMS-
HS 28) FOR

SH BANIJAMALI,

NADI AZAR,

ARZIEH POURSALEHY

NAVIDEH,

MORVARID AHADI,

GHOLAMREZA

DEHSHIRI

a,b,c,d,e

Alzahra university, Tehran,Iran.

Email:

drbanijamali@alzahra.ac.ir,

Azarnadi2016@gmail

.com,

m.p.navideh2015@gmail.com,

m.ahadi2016@gmail.com,

gh.dehshiri2016@gmail.com

Abstract: This research aimed to investigate the psychometric features of Academic
motivation scale of valerand(AMS-HS28) for Iranian population. This scale assesses
the motivation types of students, and includes 7 sub-scales and 28 items that should be
answered in 7 point likert-type scale. The participants consisted of 701 undergraduate
students of Tehran state universities selected Using cluster random sampling. The
results of factor analysis showed that this scale has reliability and validity for Iranian
population. All 28 items are maintained with 5 sub-scales.

Key words: cross-cultural, Iranian population , academic motivation.

1 Introduction

Processes that strengthen and guide the behavior arise from
individual and the environment forces. Motivation is an inner
process that guides and strengthens the behavior. Motivation is
an inherent phenomenon affected by four factors, including
location (environment and external stimuli), temperament (the
inner state of the organism), and goal (goal of behavior,
intention, and orientation) and tools (tools to achieve the goal)
(Rio, 2009, translated by Yahya Seyed Mohammadi, 2009).
Motivation is considered as the "why" of infrastructure of the
behavior (Valerand, Piliter, Bellis, Breyer, Senecal and Valirris,
1992) .There are various approaches, definitions, and concepts
on motivation. Large number of theories has explained the
motivation. The most known definition of them include the

reduction of drive theory, Maslow's hierarchy of needs theory
need theory, McClelland’s need for success theory, Hunter’s
intrinsic and extrinsic motivation theory, Festinger's social
comparison theory, Festinger's cognitive dissonance theory, and
motivational cycle of learning and self-regulation theory of Deci
and Ryan (Kalafat, 2004; Onen and Tuzin, 2005, Yaparel, 1995) .
Deci and Ryan (2000) have differentiated types of motivation.
This differentiation was performed based on the perceived
source of causality and it includes intrinsic motivation and
extrinsic motivation. Deci and Ryan have provided very delicate
intrinsic motivation. A person motivated intrinsically performs
the activities for themselves to obtain the pleasure of the activity .
Intrinsic motivation transformation depends on social
environment support of innate psychological needs, including
autonomy, independence, and competence of the people. In other
words, if the behavior is not motivated by external pressures,
individuals can experience actions in the form of self-determiner.
Intrinsic motivation refers to performing the activity in order to
gain real satisfaction of their activities. Key words describing
intrinsic motivation include interest, pleasure, and real
satisfaction. People are freely participated in such activities. In
contrast, extrinsic motivation is associated with behaviors that
occur due to external causes. The extrinsic cause can be reward
or punishment: “people behave in order to obtain favorable
outcomes such as tangible rewards or avoiding threatening
punishment" (Deci and Ryan, 2000, p 236).

Deci and Ryan (2000) provided a self-regulation continuum in
which lack of motivation is located at one end of continuum,
different types of extrinsic motivation are located at the middle
of the continuum, and intrinsic motivation is located at the other
end of the continuum. Lack of motivation describes a situation
in which a person's behavior occurs completely under the
external pressure and out of the personal control (Cokley, 2000,
p 561).

Table 1 - Self-regulation theory (Deci & Ryan, 2000)

Behavior

Lack of self-

regulation

Self-regulation

Motivation

Lack of

motivation

Extrinsic motivation

Intrinsic

motivation

Regulation

practices

Lack of regulation

External

regulation

Internal

regulation

Specified regulation

Integrated
regulation

internal

regulation

Source of
perceived

causations

Lack of regulation

Extrinsic

Relatively

extrinsic

Relatively intrinsic

Intrinsic

Relevant

regulatory

processes

Without goal

Lack of value

Lack of

commitment

Lack of control

Committed

Goal-oriented

external

reward and

punishment

Self-controller

Self-oriented

Goal-oriented

internal reward

and punishment

Self-controller

Self-oriented

Goal-oriented

internal reward and

punishment

Self-controller

Self-oriented

Goal-oriented

internal reward

and punishment

Inner pleasure

Real

satisfaction

Many studies have discussed on students' motivation by
considering learning components and their psychological
processes (Murton et al., 2008, Paulson and Feldman, 2005;
Wall et al., 2003, Salili et al., 2001, Bures et al. , 2000).
Academic motivation is close to "learning motivation". Learning
process is naturally part of academic education and academic
motivation. Major part of educational psychology literature
related to learning motivation with an emphasis its instruction.
However, learning motivation is not mixed with academic
motivation. Educational motivation can be defined as required
energy for the educational activities that it varies from one
theory to other theory depending on to sources of this energy.
These differences are shown in measuring the motivation.
Therefore, the educational motivation can be considered as
decision motivation for beginning and continuing education.
Academic achievement motivation is comprehensive tendency to
evaluate performance according to his all-round performance

evaluation approaches according to upmost effort criteria to
success in the performance and having the pleasure associated
with success in performance (Westland and Archie, 2001). In the
case of students, academic achievement motivation has
particular importance. With this motivation, people follow
required mobility to achieve successful schooling, achieve a goal
or a certain degree of competence so that they can obtain
required success in learning and studying (Yousefi, Ghasemi and
Firouznia, 2009). There are different measurements for
evaluating the motivation (Amabile , Hennessey & Tighe, 1994;
and Dicintio & Gee, 1995; Donohue & Wong, 1997). Academic
motivation responds to the question “why you go to university?”
(Valerand, Piliter, Belis, Berrier, Senekal and Valieries, 1992, p
1008). Based on the educational motivation theories, especially
self-determination theory of Deci and Ryan, some studies have
been conducted regarding the assessing the validity and
reliability of the students’ academic motivation scale (Harter,

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