Adaptation of the Academic Amotivation Scale into Turkish Culture

Lack of motivation, in other words, amotivation is commonly in schools and is a major problem for both students and teachers. Lack of motivation can lead to despondency, dissatisfaction and helplessness. This situation blocks the productivity and to be feeling good emotionally. This paper aimed to adapt the Academic Amotivation Scale (AAS) developed by Legault, Green-Demers and Pelletier (2006) into Turkish culture by validity and reliability of the Turkish version of the scale. The original scale was developed with the name “The Academic Amotivation Inventory” to measure the multidimensional structure of academic amotivation taxonomy comprising four dimensions: ability beliefs, effort beliefs, characteristics of the task, and value placed on the task. The participants consisted of 350 middle-school students (5th-8th grades). After the Turkish language translation of the scale, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to explore the factor structure of the scale and the goodness of fit of the identified structural model. The Cronbach alpha coefficient and the test-re-test reliability coefficients were used as a measure of the reliability for the scale. The CFA results showed that a four-dimensional structure of AAS provided a good fit to the data [χ2 = 127.54, df = 98, RMSEA = .041, SRMR = .044, GFI = .92, AGFI = .89, CFI = .97, NFI = .90]. The Cronbach alpha coefficient of the AAS was found .84, and the test-re-test reliability coefficient was .80. A wide range of academic interventions and evaluations are needed to identify the factors related to the reasons why students are amotivated in-school. The results of this study indicated that the multidimensional structure of the Turkish version of the AAS was found to be conceptually a valid and reliable instrument measuring the various the reasons why student are amotivated in-schools.