1、Scale DescriptionThis scale assesses 7 types of constructs: intrinsic motivation towards knowledge, accomplishments, and stimulation, as well as external, introjected and identified regulations, and finally amotivation. It contains 28 items (4 items per subscale) assessed on a 7-point scale.Referenc
2、esVallerand, R.J., Blais, M.R., Brire, N.M., I really feel that I am wasting my time in school. 1 2 3 4 5 6 76. For the pleasure I experience while surpassingmyself in my studies. 1 2 3 4 5 6 77. To prove to myself that I am capable of completing my college degree. 1 2 3 4 5 6 78. In order to obtain
3、 a more prestigious job later on. 1 2 3 4 5 6 79. For the pleasure I experience when I discovernew things never seen before. 1 2 3 4 5 6 710. Because eventually it will enable me to enter thejob market in a field that I like. 1 2 3 4 5 6 711. For the pleasure that I experience when I readinteresting
4、 authors. 1 2 3 4 5 6 712. I once had good reasons for going to college;however, now I wonder whether I should continue. 1 2 3 4 5 6 713. For the pleasure that I experience while I am surpassingmyself in one of my personal accomplishments. 1 2 3 4 5 6 714. Because of the fact that when I succeed in
5、collegeI feel important. 1 2 3 4 5 6 715. Because I want to have “the good life“ later on. 1 2 3 4 5 6 716. For the pleasure that I experience in broadening my knowledge about subjects which appeal to me. 1 2 3 4 5 6 717. Because this will help me make a better choiceregarding my career orientation.
6、 1 2 3 4 5 6 718. For the pleasure that I experience when I feel completelyabsorbed by what certain authors have written. 1 2 3 4 5 6 719. I cant see why I go to college and frankly, I couldnt care less. 1 2 3 4 5 6 720. For the satisfaction I feel when I am in the process of accomplishing difficult
7、 academic activities. 1 2 3 4 5 6 721. To show myself that I am an intelligent person. 1 2 3 4 5 6 722. In order to have a better salary later on. 1 2 3 4 5 6 723. Because my studies allow me to continue to learn aboutmany things that interest me. 1 2 3 4 5 6 724. Because I believe that a few additi
8、onal years ofeducation will improve my competence as a worker. 1 2 3 4 5 6 725. For the “high“ feeling that I experience while readingabout various interesting subjects. 1 2 3 4 5 6 726. I dont know; I cant understand what I amdoing in school. 1 2 3 4 5 6 727. Because college allows me to experience
9、 apersonal satisfaction in my quest for excellencein my studies. 1 2 3 4 5 6 728. Because I want to show myself that I can succeed in my studies. 1 2 3 4 5 6 7 Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, Nathalie M. Brire, Caroline B. Sencal, velyne F. Vallires, 1992KEY FOR AMS-28# 2, 9, 1
10、6, 23 Intrinsic motivation - to know# 6, 13, 20, 27 Intrinsic motivation - toward accomplishment# 4, 11, 18, 25 Intrinsic motivation - to experience stimulation# 3, 10, 17, 24 Extrinsic motivation - identified# 7, 14, 21, 28 Extrinsic motivation - introjected# 1, 8, 15, 22 Extrinsic motivation - ext
11、ernal regulation# 5, 12, 19, 26 AmotivationNote: To use this scale you require only to mention the complete reference data.Thank you for your interest.Good luck in your research.AMS (Table 1) has 28 items grouped into 7 subscales, i.e. 4 items each, scored on aLikert scale of 17. An average of the t
12、otal scores on each subscale is taken as the score.The subscales are Intrinsic Motivation to know, Intrinsic Motivation towards accom-plishment and Intrinsic Motivation to experience stimulation, Extrinsic Motivation-Identied Regulation, Extrinsic Motivation-Introjected Regulation, ExtrinsicMotivati
13、on-External Regulation and Amotivation (Vallerand et al. 1992). Intrinsicmotivation (IM)-to-know is to study for the pleasure and satisfaction experienced whilelearning. IM-towards-accomplishment is to study for the pleasure and satisfaction expe-rienced while accomplishing things (Vallerand et al.
14、1992). IM-to-experience stimulationis to study in order to experience stimulating sensations (Vallerand et al. 1992). There is nosubscale available to measure EM-integrated regulation. There exists good evidence for thevalidity and reliability of the abovementioned construct of motivation as measured by theAMS (Vallerand et al. 1993).
