Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context

• José Martín-Albo Lucas ^[1] ; Juan Luis Núñez Alonso ^[1] ; José G. Navarro ^[1]
  1. [1] Universidad de Las Palmas de Gran Canaria

     Universidad de Las Palmas de Gran Canaria

     Gran Canaria, España

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 12, Nº. 2, 2009, págs. 799-807
• Idioma: inglés
• DOI: 10.1017/s113874160000216x
• Enlaces
  • Texto completo
• Dialnet Métricas: 27 Citas
• Resumen
  • español

    El objetivo de la presente investigación fue traducir al español y analizar las propiedades psicométricas del Situational Motivation Scale (SIMS) en una muestra de 373 estudiantes universitarios (126 hombres y 247 mujeres). La validez factorial fue probada a través de análisis factorial confirmatorio. Los pesos factoriales y los índices de modificación mostraron la necesidad de reespecificar el modelo eliminando dos items. La versión de 14 items mostró adecuada validez de constructo y consistencia interna siendo invariante respecto al género. Asimismo, el MANOVA mostró diferencias significativas de género en la dimensión amotivación. Además, se analizó la validez predictiva mediante un path análisis. Los resultados apoyan de forma preliminar la utilización de la versión española de la SIMS para evaluar la motivación situacional en educación.

  • English

    The purpose of the present research was to translate into Spanish and analyze the psychometricA properties of the Situational Motivation Scale (SIMS). The participants were 373 undergraduate students (126 males and 247 females). Factor validity was tested via confirmatory factor analysis. Based on factor loadings and modification indexes, the SIMS was reduced to a 14-item model. This respecification showed adequate internal consistency and construct validity. The multistep analysis of invariance revealed that the factor structure of the SIMS is invariant across gender. Likewise, MANOVA revealed that amotivation was the only significant variable across gender. Predictive validity was assessed through path analysis. The results support the preliminary use of the Spanish version of the SIMS for the assessment of situational motivation in education.

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