Motivation for PhD studies: Scale development and validation

Learning and Individual Differences

Volumn 41, Issue , 2015, Pages 1-13

  Litalien, David ^a   Guay, Frédéric ^b   Morin, Alexandre J S ^a  

^a AUSTRALIAN CATHOLIC UNIVERSITY   (Australia)

^b UNIVERSITÉ LAVAL   (Canada)

Author keywords

Academic motivation scale; PhD studies; Self determination theory

Indexed keywords

EID: 84934877447     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2015.05.006     Document Type: Article

References (84)

1. Ahmed W., Bruinsma M. A structural model of self-concept, autonomous motivation and academic performance in cross-cultural perspective. Electronic Journal of Research in Educational Psychology 2006, 4:551-576.
2. Amabile T.M. Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology 1985, 48:393-399.
3. Anderson M.S., Swazey J.P. Reflections on the graduate student experience: An overview. The experience of being in graduate school 1998, 3-27. Jossey-Bass Publishers, San Francisco, CA. M.S. Anderson (Ed.).
4. Asparouhov T., Muthén B. Exploratory structural equation modeling. Structural Equation Modeling 2009, 16:397-438.
5. Asparouhov T., Muthén B.O. Robust chi-square difference testing with mean and variance adjusted test statistics 2006, Muthén & Muthén, Los Angeles, CA, (Retrieved from http://www.statmodel.com/examples/webnote.shtml#web10).
6. Asparouhov T., Muthén B.O. Weighted least squares estimation with missing data 2010, Muthén & Muthén, Los Angeles, CA, (Retrieved from http://www.statmodel.com/download/GstrucMissingRevision.pdf).
7. Association of Universities and Colleges of Canada Building a competitive advantage for Canada (pre-budget submission to the Hon. James Flaherty, Minister of Finance) Retrieved from. http://www.aucc.ca/media-room/publications/building-a-competitive-advantage-for-canada.
8. Auriol L. Careers of doctorate holders: Employment and mobility patterns. OECD science, technology and industry working papers. No. 2010/04 2010, OECD Publishing. 10.1787/5kmh8phxvvf5-en.
9. Austin A.E. Preparing the next generation of faculty: Graduate school as socialization to the academic career. Journal of Higher Education 2002, 73:94-122.
10. Bair C., Haworth J. Doctoral student attrition and persistence: A meta-synthesis of research. Higher Education: Handbook of Theory and Research 2005, 19:481-534.
11. Beaudoin M., Desrichard O. Validation of a short French state test worry and emotionality scale. Revue Internationale de Psychologie Sociale 2009, 22:79-105.
12. Beauducel A., Herzberg P.Y. On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling 2006, 13:186-203.
13. Black A.E., Deci E.L. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education 2000, 84:740-756.
14. Blais M.R., Vallerand R.J., Pelletier L.G., Brière N.M. L'échelle de satisfaction de vie: Validation canadienne-française du "Satisfaction with Life Scale". [The satisfaction scale: French-Canadian validation of the Satisfaction with Life Scale]. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement 1989, 21:210-223.
15. Bloom D.E., Hartley M., Rosovsky H. Beyond private gain: The public benefits of higher education. International handbook of higher education 2006, 293-308. Springer, Dordrecht, Netherlands. J.J.F. Forest, P.G. Altbach (Eds.).
16. Boiché J., Sarrazin P., Grouzet F.M.E., Pelletier L.G., Chanal J. Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology 2008, 100:688-701.
17. Bollen K.A. Structural equations with latent variables 1989, Wiley, New York, NY.
18. Broder H.L., McGrath C., Cisneros G.J. Questionnaire development: face validity and item impact testing of the Child Oral Health Impact Profile. Community Dentistry and Oral Epidemiology 2007, 35:8-19.
19. Canadian Association of Graduate Studies Canadian Graduate and Professional Student Survey - 2010. Instrument for students in doctoral stream/research programs Retrieved from. https://www.dropbox.com/s/rgobhayaqm8p3r6/EN_REG_2010.pdf.
20. Cardona J.J. Determined to succeed: Motivation towards doctoral degree completion (doctoral dissertation) Retrieved from. http://deepblue.lib.umich.edu/.
21. Chen F.F. Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling 2007, 14:464-504.
22. Cheung G.W., Rensvold R.B. Evaluating goodness-of fit indexes for testing measurement invariance. Structural Equation Modeling 2002, 9:233-255.
23. Clewell B.C. Retention of Black and Hispanic doctoral students (ETS research report no. 87-10) Retrieved from ETS website. http://www.ets.org/Media/Research/pdf/RR-87-10-Clewell.pdf.
24. Crockett L., Schulenberg J., Petersen A. Congruence between objective and self-report data in a sample of adolescents. Journal of Adolescent Research 1987, 2:383-392.
25. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum Press, New York, NY.
26. Deci E.L., Ryan R.M. The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 2000, 11:227-268.
27. Deci E.L., Ryan R.M. Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The oxford handbook of human motivation 2012, 85-107. Oxford University Press, New York, NY. R.M. Ryan (Ed.).
28. Deemer E.D., Martens M.P., Buboltz W.C. Toward a tripartite model of research motivation: Development and initial validation of the Research Motivation Scale. Journal of Career Assessment 2010, 18:292-309.
29. Diener E., Suh E.M., Lucas R.E., Smith H.L. Subjective well-being: Three decades of progress. Psychological Bulletin 1999, 125:276-302.
30. Elliot A.J. Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. Advances in motivation and achievement 1997, Vol. 10:143-179. JAI Press, Greenwich, CT.
31. Finney S.J., DiStefano C. Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course 2006, 269-314. Information Age, Greenwich, CT. G.R. Hancock, R.O. Mueller (Eds.).
32. Gagné M., Forest J., Gilbert M.-H., Aubé C., Morin E., Malorni A. The Motivation at Work Scale: Validation evidence in two languages. Educational and Psychological Measurement 2010, 70:628-646.
33. Gillet N., Lafrenière M.-A.K., Vallerand R.J., Huart I., Fouquereau E. The effects of autonomous and controlled regulation of performance-approach goals on well-being: A process model. British Journal of Social Psychology 2014, 53:154-174.
34. Guay F., Morin A.J.S., Litalien D., Valois P., Vallerand R.J. Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education 2014, 83:51-82.
35. Guay F., Ratelle C.F., Chanal J. Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie Canadienne 2008, 49:233-240.
36. Hembree R. Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research 1988, 58:47-77.
37. Hoskins C.M., Goldberg A.D. Doctoral student persistence in counselor education programs: Student-program match. Counselor Education and Supervision 2005, 44:175-188.
38. Howard G. Why do people say nasty things about self-reports?. Journal of Organizational Behavior 1994, 15:399-404.
39. Human Resources and Skills Development Canada Looking ahead: A ten-year outlook for the Canadian labour market, (2006-2015) (catalogue no. HS28-23/2006E) Retrieved from. http://www.hrsdc.gc.ca/eng/publications_resources/research/categories/labour_market_e/sp_615_10_06/page00.shtml.
40. Ivankova N., Stick S. Students' persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education 2007, 48:93-135.
41. Jablonski A.M. Doctoral studies as professional development of educators in the United States. European Journal of Teacher Education 2001, 24:215-221.
42. Kärner A., Kukemelk H., Herdlein R.J. Motivation for obtaining the doctor of philosophy degree in the post-soviet era: The case of Estonia. International Education 2005, 35:24-34.
43. King S.E., Chepyator-Thomson J.R. Factors affecting the enrollment and persistence of African-American doctoral students. Physical Educator 1996, 53:170-180.
44. Litalien D., Lüdtke O., Parker P., Trautwein U. Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition. Motivation and Emotion 2013, 37:444-456.
45. Losier, G. F. (1994). Une analyse motivationnelle de la persévérance aux études avancées [A motivational analysis of graduate student persistence] (Unpublished doctoral dissertation). Université du Québec à Montréal, Montréal.
46. Lovitts B.E. Leaving the ivory tower: The causes and consequences of departure from doctoral study 2001, Rowman & Littlefield, New York, NY.
47. Lubke G.H., Muthén B.O. Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates meaningful group comparisons. Structural Equation Modeling 2004, 11:514-534.
48. Marsh H.W., Morin A.J.S., Parker P.D., Kaur1 G. Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology 2014, 10:85-110.
49. Marsh H.W., Lüdtke O., Muthén B.O., Asparouhov T., Morin A.J.S., Trautwein U. A new look at the big five factor structure through exploratory structural equation modeling. Psychological Assessment 2010, 22:471-491.
50. Marsh H.W., Muthén B., Asparouhov T., Lüdtke O., Robitzsch A., Morin A.J.S., et al. Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching. Structural Equation Modeling 2009, 16:439-476.
51. McDonald R.P. Theoretical foundations of principal factor analysis and alpha factor analysis. British Journal of Mathematical and Statistical Psychology 1970, 23:1-21.
52. McLachlan S., Spray C., Hagger M.S. The development of a scale measuring integrated regulation in exercise. British Journal of Health Psychology 2011, 16:722-743.
53. Minister of Education, Recreation and Sports Indicateurs de l'éducation - Éd. 2012 [Education Indicators - 2012 Ed.] Retrieved from. http://www.mels.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/Indicateurs_educ_2012_webP.pdf.
54. Morin A.J.S., Arens A.K., Marsh H.W. A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling 2015, (in press).
55. Morin A.J.S., Marsh H.W., Nagengast B. Exploratory structural equation modeling. Structural equation modeling: A second course 2013, 395-436. Information Age, Charlotte, NC. 2nd ed. G.R. Hancock, R.O. Mueller (Eds.).
56. Muthén L.K., Muthén B.O. Mplus user's guide 2012, Muthén & Muthén, Los Angeles, CA. 7th ed.
57. Nettles M.T., Millett C.M. Three magic letters: Getting to Ph.D 2006, Johns Hopkins University Press, Baltimore, MD.
58. O'Meara K., Knudsen K., Jones J. The role of emotional competencies in faculty-doctoral student relationships. The Review of Higher Education 2013, 36:315-347.
59. Organization for Economic Co-operation and Development Students enrolled by type of institution [statistic tables] Retrieved from. http://stats.oecd.org.
60. Pauley R., Cunningham M., Toth P. Doctoral student attrition and retention: A study of a non-traditional Ed.D. program. Journal of College Student Retention 1999, 1:225-238.
61. Pintrich P.R. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 2003, 95:667-686.
62. Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P. Common method biases in behavioural research: A critical review of the literature and recommended remedies. Journal of Applied Psychology 2003, 88:879-903.
63. Ratelle C.F., Guay F., Vallerand R.J., Larose S., Senécal C. Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology 2007, 99:734-746.
64. Reamer S.B. Persistence of adult learners in an external doctoral degree program. Available from ProQuest dissertations and theses database 1990, (Doctoral dissertation), (UMI No. 9023972).
65. Redsell S.A., Lennon M., Hastings A.M., Fraser R.C. Devising and establishing the face and content validity of explicit criteria of consultation competence for UK secondary care nurses. Nurse Education Today 2004, 24:180-187.
66. Ryan R.M., Connell J.P. Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology 1989, 57:749-761.
67. Ryan R.M., Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000, 55:68-78.
68. Ryan R.M., Deci E.L. Promoting self-determined school engagement: Motivation, learning, and well-being. Handbook on motivation at school 2009, 171-196. Routledge, New York, NY. K.R. Wentzel, A. Wigfield (Eds.).
69. Schmitz J., Frenay M., Neuville S., Boudrenghien G., Wertz V., Noël B., et al. Étude de trois facteurs clés pour comprendre la persévérance à l'université. Revue Française de Pédagogie 2010, 172:43-61.
70. Sijtsma K. On the use, misuse, and the very limited usefulness of Cronbach's alpha [introduction to a special issue]. Psychometrika 2009, 74:107-120.
71. Statistics Canada and Human Resources and Skills Development Canada Access, persistence and financing: First results from the postsecondary education participation survey (catalogue no. 81-595M2003007) Retrieved from. http://www.statcan.gc.ca/pub/81-595-m/81-595-m2003007-eng.pdf.
72. Statistics Canada and Human Resources and Skills Development Canada Graduating in Canada: Profile, labour market outcomes and student debt of the class of 2005 (catalogue no. 81-595-M2009074) Retrieved from. http://www.statcan.gc.ca/pub/81-595-m/81-595-m2009074-eng.pdf.
73. Streiner D.L. Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment 2003, 80:99-103.
74. Vallerand R.J., Blais M.R., Brière N.M., Pelletier L.G. Construction et validation de l'échelle de motivation en éducation (EME). [Construction and validation of the Motivation toward Education Scale]. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement 1989, 21:323-349.
75. Vallerand R.J., Fortier M.S., Guay F. Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 1997, 72:1161-1176.
76. Vallerand R.J., Pelletier L.G., Blais M.R., Briere N.M., Sénécal C., Vallieres E.F. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational & Psychological Measurement 1992, 52:1003-1017.
77. Vallerand R.J., Pelletier L.G., Blais M.R., Briere N.M., Sénécal C., Vallieres E.F. On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement 1993, 53:159-172.
78. Vansteenkiste M., Simons J., Lens W., Sheldon K.M., Deci E.L. Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology 2004, 87:246-260.
79. Vansteenkiste M., Zhou M., Lens W., Soenens B. Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology 2005, 97:468-483.
80. Watson D., Clark L.A., Tellegen A. Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology 1988, 54:1063-1070.
81. Wendler C., Bridgeman B., Cline F., Millett C., Rock J., Bell N., McAllister P. The path forward: The future of graduate education in the United States 2010, Educational Testing Service, Princeton, NJ.
82. Wendler C., Bridgeman B., Markle R., Cline F., Bell N., McAllister P., Kent J. Pathways through graduate school and into careers 2012, Educational Testing Service, Princeton, NJ.
83. West S., Finch J., Curran P. Structural equation models with nonnormal variables: Problems and remedies. Structural equation modeling: Concepts, issues, and applications 1995, 56-75. Sage, Thousand Oaks, CA. R.H. Hoyle (Ed.).
84. Yu C.Y. Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes 2002, University of California, Los Angeles, CA.