Open AccessRevisión de la Escala de Motivación Educativa. Inclusión de la Regulación Integrada para Medir la Motivación en la Formación Inicial del Profesorado
Author(s) -
Rafael Burgueño,
Álvaro Sicilia,
Jesús Medina Casaubón,
Manuel AlcarazIbáñez,
María-Jesús Lirola
Publication year - 2017
Publication title -
anales de psicología
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.578
H-Index - 31
eISSN - 1695-2294
pISSN - 0212-9728
DOI - 10.6018/analesps.33.3.249601
Subject(s) - psychology , context (archaeology) , humanities , internal consistency , developmental psychology , philosophy , psychometrics , geography , archaeology
The objective of this study was to incorporate the integrated regulation assessment into the Academic Motivation Scale within the Spanish initial teacher education context. There were 496 student participants (233 men and 263 women; M age = 25.70, SD = 4.23) from the Masters in Teaching for Compulsory Secondary Education, Upper Secondary School Education and Professional Education, and Language Teaching. The confirmatory factor analysis showed acceptable fit-indexes for the eight-factor correlated structure and an invariant factor structure across genders. Internal consistency and temporal stability were satisfactory for each of the eight factors. The linear regression analysis indicated that integrated regulation was the strongest predictor of intention to become a teacher. This new instrument may contribute to a deeper understanding of the motivational processes involved in the initial teacher education context.