Academic Motivation Scale

What it measures

Measures the full self-determination theory (SDT) motivation continuum applied to academic contexts — from amotivation through three forms of extrinsic motivation to three forms of intrinsic motivation. The Relative Autonomy Index (RAI) captures overall autonomous vs. controlled motivation. Widely used in educational psychology and student wellbeing research.

Response format

Likert (1–7, does not correspond at all to corresponds exactly) in response to 'Why do you go to college/school?'

Representative items

• Because I experience pleasure and satisfaction while learning new things. (IM-Knowledge)
• For the pleasure I experience when I succeed at difficult academic activities. (IM-Accomplishment)
• Because I think that a college education will help me better prepare for the career I have chosen. (EM-Identified)
• Because I want to show myself that I can succeed in my studies. (EM-Introjected)
• In order to obtain a more prestigious job later on. (EM-External)

Usage notes & scoring

Freely available from Robert Vallerand. A Relative Autonomy Index (RAI) can be computed as a weighted composite summarising autonomous vs. controlled motivation. Higher RAI = more autonomous motivation, predicting better academic adjustment, wellbeing, and persistence.

Recommended companion scales

Citation

Vallerand, R.J., Pelletier, L.G., Blais, M.R., Brière, N.M., Senécal, C., & Vallières, E.F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017.

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