Abstract

This study investigated the construct validity of a Norwegian version of a scale measuring intrinsic and extrinsic motivation. Furthermore, mean level differences of intrinsic and extrinsic motivation in three grade levels of students (8th and 10th grade of lower secondary school and 1st grade of upper secondary school) were investigated. Finally, this study investigated how students’ level of perceived academic achievement correlated with intrinsic and extrinsic motivation. Factor analysis based on the total sample (N = 3203) supported a one-factor solution for intrinsic motivation and a three-factor solution for extrinsic motivation. The students at all grade levels had a significantly higher mean level of extrinsic than intrinsic motivation. There were significant grade level differences in mean levels of intrinsic motivation and in the subscales of extrinsic motivation. Students’ perceived academic performance correlated positively with intrinsic motivation, but also with subscales of extrinsic motivation.

摘要

这项研究调查了量表的内在和外在动机的挪威版本的构造效度。此外，调查了三个年级学生（初中8年级和10年级，高中一年级）的内在动机和外在动机的平均水平差异。最后，本研究调查了学生的感知学业成就水平与内在动机和外在动机之间的关系。基于总样本的因子分析（N = 3203）支持用于内在动机的一因素解决方案和用于外在动机的三因素解决方案。所有年级的学生的内在动机平均水平均高于内在动机。内在动机的平均水平和外在动机的子量表之间存在显着的年级差异。学生的学习成绩与内在动机呈正相关，但与外在动机的分量表也呈正相关。