| Abstract |
Amotivation is usually conceptualized as a unidimensional construct and
studied in a domain-general manner. However, this has limitations in
capturing the nuances of the construct and domain-specific information.
Hence, we developed and validated the Physics Amotivation Scale (PAS),
which measures the taxonomy of reasons for the absence of motivation in
physics among high school students. Two studies were conducted. In
Study 1, we developed PAS and identified its factor structure using
exploratory factor analysis (EFA). EFA revealed five factors: value
placed on the task, negative emotions associated with learning Physics,
teaching pedagogy, characteristics of the task/subject, and ability and
effort beliefs. In Study 2, we confirmed the five-factor structure using
confirmatory factor analysis (CFA). CFA showed that the model has
good fit to the data. Criterion-related validity was demonstrated as PAS
positively correlated with academic amotivation, and negatively, with
learning strategies and school engagement. The findings support the
multidimensionality of physics amotivation, and provided evidence
regarding PAS鈥檚 sound psychometric properties. |
Mindanao State
University - Iligan Institute of Technology