Academic motivation scale revised. Inclusion of integrated regulation to measure motivation in initial teacher education

  1. Rafael Burgueño
  2. Alvaro Sicilia
  3. Jesús Medina-Casaubón
  4. Manuel Alcaraz-Ibáñez
  5. María-Jesús Lirola
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2017

Volumen: 33

Número: 3

Páginas: 670-679

Tipo: Artículo

DOI: 10.6018/ANALESPS.33.3.249601 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Resumen

El objetivo de este estudio fue incorporar la medida de la regulación integrada en la Échelle de Motivation en Éducation en el contexto espa- ñol de la formación inicial del profesorado. Participaron 496 profesores en formación inicial (233 hombres and 263 mujeres; Medad = 25.70, DT = 4.23) del master en formación del profesorado en educación secundaria y bachillerato, formación profesional y enseñanza de idiomas. El análisis factorial confirmatorio mostró aceptables índices de ajuste para la estructura de 8 factores, la cual permaneció invariante respecto al género. La consistencia interna y la estabilidad temporal fueron satisfactorias para cada uno de los 8 factores. El análisis de regresión lineal indicó que la regulación integrada fue el mayor predictor sobre la intención de convertirse en docente. El nuevo instrumento puede contribuir a una comprensión más profunda de los procesos motivacionales involucrados en la formación inicial del profesorado.

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Fuente de los datos: Dialnet