<b>Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale</b>

Neves, Lurdes; Coimbra, Joaquim Luís

doi:10.1590/1982-4327e2803

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Psychological Evaluation • Paidéia (Ribeirão Preto) 28 • 2018 • https://doi.org/10.1590/1982-4327e2803 copy

Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale ¹ 1 Paper deriving from the doctoral dissertation by the first author, under the advice of the second author and co-advice of the second author, under the Doctoral Program in Psychology at Universidade do Porto, Portugal.

Estudo de Validação em Contexto Educativo da Versão Portuguesa da Escala Multidimensional de Motivação no Trabalho

Estudio de Validación en Contexto Educativo de la Versión Portuguesa de la Escala Multidimensional de Motivación en el Trabajo

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstrac

The self-determination theory proposes a multidimensional concept of motivation and distinguishes how different types of motivation can be promoted or discouraged. For the application of the theory of self-determination to the educational context, this study aimed to adapt and validate the Multidimensional Work Motivation Scale (MWMS) in the educational context. The scale was answered by 419 teachers from 30 schools from the North and Center of Portugal. Factor analysis indicated that the 19-item scale has the same factor structure as that obtained in the original study. In this study, it was possible to identify that the items that constitute the MWMS are good indicators of constructs to be measured in an educational context and the factors are properly individualized. The scale showed five robust dimensions that permit a broad understanding of motivation, similar to the studies of the original scale. The dimension with the best internal consistency is demotivation, while introjected regulation obtained the lowest coefficient.

Keywords:
self-determination; motivation; questionnaire; teachers

	English	French	Norwegian	German	Chinese	Present Study
Demotivation	0.79	0.81	0.95	0.78	0.87	0.93
Extrinsic Regulation	0.76	0.74	0.84	0.80	0.77	0.90
Introjected Regulation	0.70	0.74	0.79	0.55	0.88	0.77
Identified Regulation	0.75	0.78	0.88	0.65	0.88	0.89
Intrinsic Motivation	0.90	0.88	0.94	0.93	0.89	0.89

	Factors					h²
	1	2	3	4	5	h²
I do not struggle because I actually feel that my work is a waste of time.		0.836				0.775
I do little because I think this work is not worth the effort.		0.953				0.973
I do not know why I’m at this work, since it’s a pointless job.		0.836				0.753
To get approval from others (for example, my superiors, my colleagues, my family, clients ...).	0.820					0.815
Because other people will respect me more (for example, my superiors, my colleagues, my family, parents, students ...).	0.771					0.778
To avoid being criticized by other people (for example, my superiors, my colleagues, my family, parents, students ...).	0.721					0.747
Because only if I work hard enough in my job I will get financial rewards (for example, leadership ...).	0.730					0.647
Because only if I try hard enough in my job, they can offer me more job stability (for example, leadership ...).	0.892					0.931
Because I risk losing my job if I do not try hard enough.	0.680					0.568
Because I need to prove to myself that I can.					0.490	0.422
Because it makes me feel proud of myself.					0.477	0.502
Because otherwise I’ll feel ashamed of myself.					0.759	0.621
Because otherwise I feel bad about myself.					0.766	0.649
Because I personally consider it important to strive in this work.				0.715		0.707
Because striving in this work is in line with my personal values.				0.806		0.817
Because striving in this work has a personal meaning for me.				0.712		0.682
Because doing my job is fun.			0.678			0.586
Because what I do in my job is stimulating.			0.926			0.919
Because the work I do is interesting.			0.807			0.769
Variance percentage	23.74	13.52	12.84	11.79	10.02

	1	2	3	4
1. Demotivation
2. Extrinsic Regulation	0.455**
3. Introjected Regulation	0.118*	0.381**
4. Identified Regulation	-0.161**	-0.065	0.402**
5. Intrinsic Motivation	-0.098*	-0.084	0.177**	0.634**

	n	Mean	S.D.	α	95% Confidence Interval
Demotivation	468	1.79	1.43	0.93	0.92; 0.94
Extrinsic Regulation	468	2.37	1.30	0.90	0.88; 0.91
Introjected Regulation	468	4.75	1.42	0.77	0.74, 0.81
Identified Regulation	468	6.14	0.96	0.89	0.87; 0.90
Intrinsic Motivation	468	5.26	1.15	0.89	0.87; 0.91

Adjustment statistics		Model
Absolute Indices
	χ2/df (p-value)	1.349 (.131)
	Standardized Root Mean Square Residual (SRMR)	0.021
	Root Mean Square Residual (RMR)	0.035
	Goodness-of-fit Index (GFI)	0.987
	Adjusted Goodness of Fit Index (AGFI)	0.972
Relative Indices
	Normal Fit Index (NFI)	0.989
	Comparative Fit Index (CFI)	0.997
	Relative Fit Index (RFI)	0.982
	Tucker-Lewis Index (TLI)	0.995
Population Discrepancy Indices
	Root Mean Square Error of Approximation (RMSEA)	0.027
	RMSEA 90% confidence interval (LO - HI)	0 - .05
	PCLOSE	0.942

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] ²Correspondence address: Universidade do Porto. Departamento de Psicologia. Rua Alfredo Allen, Porto, Portugal. 4200-135. E-mail: pdpsi11006@fpce.up.pt.