Resumen

FERNANDES, Graziela Nunes Alfenas  y  LEMOS, Stela Maris Aguiar. Learning Motivation Scale for elementary school: Psychometric analysis. Rev. psicopedag. [online]. 2021, vol.38, n.117, pp. 317-332. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20210027.

INTRODUCTION: Motivation to learn is a fundamental aspect in the teaching-learning process, related to internal and external factors to the individual. OBJECTIVE: To analyze the psychometry of the Learning Motivation Scale for students at elementary school and its association with sociodemographic aspects. METHODS: Observational, analytical and cross-sectional study with 124 adolescents from a privately funded school and their parents or guardians. The data on participants' characterization, motivation and economic classification were obtained through the instruments Self-administered Questionnaire for Characterization of Participants, Motivation for Learning Scale (EMAPRE) and Criteria for Economic Classification Brazil (CCEB), respectively, and submitted to confirmatory factor analysis, internal consistency and inference. RESULTS: In the descriptive analysis, a higher median was observed in the distribution of scores of the Meta Aprender domain. In the association analysis, the Meta Aprender domain showed a linear and inverse association with the variables age and school year. In the factor analysis, the three factors explained 40.56% of the total variance in the principal component analysis and the Varimax rotation. In the analysis of internal consistency, the domains of the motivation scale presented Cronbach's Alpha between 0.795 and 0.801. CONCLUSION: Appropriate instrument for the sample studied and the importance of a teaching that favors better motivation for learning.

Palabras clave : Adolescent; Factor Analysis; Academic Performance; Motivation; Psychometrics; School Learning.

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