Learning Motivation Scale

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Learning Motivation Scale – Undergraduates (LMS-U)

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About Learning Motivation Scale – Undergraduates (LMS-U)

Scale Name

Learning Motivation Scale – Undergraduates (LMS-U)

Author Details

Paula Zenorini and Fátima Maria Borges Santos

Translation Availability

Not Sure

Background/Description

The Learning Motivation Scale – Undergraduates (LMS-U) is a tool designed to measure the internal and external factors influencing an undergraduate’s desire to learn. Developed in 2008 by Paula Zenorini and Fátima Maria Borges Santos, the scale draws upon the Achievement Goals Theory, which posits that students’ goals for learning significantly impact their motivation.

Background:

Traditionally, many measures of learning motivation focused solely on intrinsic or enjoyment-based factors. However, Zenorini and Santos recognized the need for a scale that also captured the influence of extrinsic motivators like grades, recognition, and career prospects, particularly relevant for university students. Additionally, they aimed to develop a scale specifically tailored to the unique context of undergraduate education, acknowledging the pressures, competition, and diverse goals students face in this setting.

Introduction:

The LMS-U addresses these needs by employing a two-subscale structure:

  • Intrinsic Motivation: This subscale measures enjoyment, curiosity, intellectual challenge, and personal growth as drivers for learning.
  • Extrinsic Motivation: This subscale assesses the influence of grades, teacher approval, future career benefits, and social recognition on learning motivation.
  • Each subscale comprises 21 items using a 5-point Likert scale, ranging from “strongly disagree” to “strongly agree”. Users respond to statements like “I enjoy studying even when it is difficult” (intrinsic) or “Getting good grades is very important to me” (extrinsic).

Significance:

The LMS-U serves as a valuable tool for:

  • Educators: Identifying students who may require additional support to enhance their motivation.
  • Researchers: Conducting studies on factors influencing undergraduate learning and evaluating interventions aimed at boosting motivation.
  • Students: Gaining self-awareness of their own learning motivators, potentially fostering more effective learning strategies.

Administration, Scoring and Interpretation

  • Introduce the scale and its purpose: Briefly explain that the questionnaire is designed to understand students’ motivation for learning. Emphasize that there are no right or wrong answers and confidentiality will be maintained.
  • Distribute the questionnaires: Ensure everyone has a copy and understands the instructions.
  • Provide clear instructions: Ask participants to read each statement carefully and indicate their level of agreement using the provided scale (e.g., 1 = strongly disagree, 5 = strongly agree). Encourage them to answer honestly and reflect on their true feelings.
  • Answer questions: Address any concerns or clarifications participants may have regarding the items.
  • Collect the questionnaires: Remind participants to return all completed forms.

Reliability and Validity

The Learning Motivation Scale – Undergraduates (LMS-U) has undergone various studies to assess its reliability and validity, providing valuable insights into its effectiveness as a measure of student motivation.

Reliability:

  • Internal consistency: Studies have reported strong internal consistency for both sub-scales, with Cronbach’s alpha coefficients typically exceeding 0.80, indicating good reliability within each sub-scale.
  • Test-retest reliability: Limited research exists on test-retest reliability, but one study indicated moderate stability of scores over a two-week period. Further research is needed to confirm this finding.

Validity:

Available Versions

28-Items

Reference

Frade, A. S. B. V., & Veiga, F. (2014). Portuguese adaptation of the Learning Motivation Scale: a study with military personnel. In EDULEARN14 Proceedings (pp. 7485-7492). IATED.

Important Link

Scale File:

Frequently Asked Questions

What is it?
A tool to measure internal and external factors influencing undergraduate learning motivation.

Who developed it?
Paula Zenorini & Fátima Maria Borges Santos (2008).

What does it measure?
Two sub-scales: Intrinsic motivation: Enjoyment, curiosity, challenge, personal growth.
Extrinsic motivation: Grades, approval, career benefits, social recognition.

How is it administered?
Participants answer on a 5-point Likert scale.

Is it reliable and valid?
Yes, studies show good internal consistency, construct validity, and some evidence for test-retest reliability.

Disclaimer

Please note that Psychology Roots does not have the right to grant permission for the use of any psychological scales or assessments listed on its website. To use any scale or assessment, you must obtain permission directly from the author or translator of the tool. Psychology Roots provides information about various tools and their administration procedures, but it is your responsibility to obtain proper permissions before using any scale or assessment. If you need further information about an author’s contact details, please submit a query to the Psychology Roots team.

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