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School Motivation Questionnaire for the Portuguese Population: Structure and Psychometric Studies

Published online by Cambridge University Press:  10 January 2013

Pedro Miguel Gomes Cordeiro ,
Ana Paula Couceiro Figueira ,
José Tomás da Silva  and
Lennia Matos
Pedro Miguel Gomes Cordeiro
Affiliation:
Universidade de Coimbra (Portugal)
Ana Paula Couceiro Figueira*
Affiliation:
Universidade de Coimbra (Portugal)
José Tomás da Silva
Affiliation:
Universidade de Coimbra (Portugal)
Lennia Matos
Affiliation:
Universidad Peruana de Ciencias Aplicadas (Peru)
*
Correspondence concerning this article should be addressed to Ana Paula Couceiro Figueira. Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra. Rua do Colégio Novo, Apart. 6153, 3001–802 Coimbra (Portugal). E-mail: [email protected]
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Abstract

It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9th and 12th grade students (N= 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

Se presenta la estructura y los estudios psicométricos del “Cuestionario de Motivación Escolar“. El CME es un cuestionario de auto informe con 101 ítems, organizados en dieciséis escalas que miden las orientaciones de las metas de los estudiantes, la percepción de las estructuras de las metas de clase, las percepciones del apoyo del profesor a la autonomía y el uso de estrategias de aprendizaje. Doce escalas son una adaptación del “Learning Climate Questionnaire”, “Perceptions of Instrumentality” y “Cuestionario a Estudiantes”. Cuatro escalas y cinco frases adicionales se crearon para este estudio. Los estudios psicométricos se basan en una muestra de conveniencia compuesta por estudiantes de los grados 9 y 12 (N = 485) de las escuelas portuguesas. La validez factorial y la construcción ha sido verificada a través de varios análisis factoriales exploratorios de los datos, y presenta una solución definitiva de seis factores, siendo Estrategias (F1), Metas extrínsecas de los docentes (F2), Metas extrínsecas de los estudiantes, reguladas externamente (F3), Metas intrínsecas de los docentes (F4), Metas extrínsecas de los estudiantes, reguladas internamente (F5), y Metas intrínsecas de los estudiantes (F6). La solución de seis factores explica una variación significativa de los resultados de la escala (53,95%). Se encontraron buenos coeficientes de consistencia interna para todos los factores, nunca por debajo de (.858; F6). En suma, hay una fuerte evidencia para apoyar la multidimensionalidad del CME. Estos resultados son exploratorios y servirán como una base para estudios de validación posteriores.

Keywords

theories of achievement motivation“School Motivation Questionnaire”psychometric studiesperceived instrumentalityteorías de la motivación de logro“Cuestionario de Motivación Escolar“estudios psicométricosinstrumentalidad percibida
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1441 - 1455
Copyright
Copyright © Cambridge University Press 2012

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