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

  • Rafael Burgueño Universidad de Almería
  • Álvaro Sicilia Universidad de Almería
  • Jesús Medina-Casaubon Universidad de Granada
  • Manuel Alcaraz-Ibañez Universidad de Almería
  • María-Jesús Lirola Universidad de Almería
Keywords: motivation, psychometric properties, self-determination theory, initial teacher education.


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; Mage = 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.


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How to Cite
Burgueño, R., Sicilia, Álvaro, Medina-Casaubon, J., Alcaraz-Ibañez, M., & Lirola, M.-J. (2017). Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education. Anales De Psicología / Annals of Psychology, 33(3), 670-679.
Developmental and Educational Psychology