Litalien, D., Morin, A., Gagné, M., Vallerand, R. J, Losier, G. F & Ryan, R. (2017). Evidence of a continuum structure of academic self-determination: a two-study test using a bifactor-ESEM representation of academic motivation. Contemporary Educational Psychology,51P. Alexander. 67-82. United States: Academic Press. Retrieved from https://doi.org/10.1016/j.cedpsych.2017.06.010
Self-determination theory postulates various types of motivation can be placed on a continuum accordingto their level of relative autonomy, or self-determination. We analyze this question through the applica-tion of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate(N= 547; Study 1) and graduate (N= 571; Study 2) students. In both studies, the results showed thatbifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided asimultaneous assessment of the global level of self-determination and of the specific motivation factors.Global academic self-determination positively predicted satisfaction with studies and vitality. It also neg-atively predicted dropout intentions and ill-being. Specific motivation types additionally predicted out-comes over and above the global factor.
Institute for Positive Psychology and Education
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