Resumo

INACIO, Amanda Lays Monteiro; SCHELINI, Patrícia Waltz  e  NORONHA, Ana Paula Porto. Motivation to Learn Assessment Based on the Theory of Self-Determination. Aval. psicol. [online]. 2021, vol.20, n.4, pp.455-462. ISSN 1677-0471.  https://doi.org/10.15689/ap.2021.2004.21950.07.

The present study sought to estimate validity indicators based on the internal structure and precision estimate of the adapted version of the Motivation Continuum, through Confirmatory Factor Analysis (CFA). Participants were 391 students from the first to the third year of high school (M=17.6 years of age; SD=2.7), of both sexes, from two institutions in the state of Paraná. The CFA indicated the presence of the five factors in the Continuum, all with the same number of items. The internal consistency indices were considered acceptable and the instrument presented good fit indices. Significant positive and negative correlations were found between the factors, with magnitudes varying from small to large. The students were more extrinsically motivated by identified regulation. The results show important advances with regard to the psychometric indicators of a measure for assessing the motivational construct, considering its contribution to student learning.

Palavras-chave : learning; evidence of validity; motivation; psychometrics; theory of self-determination.

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