International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(5) 185-197

Turkish Adaptation of Achievement Motivation Measure

Mehmet Akif Karaman & Robert Smith

pp. 185 - 197   |  DOI:   |  Manu. Number: MANU-1905-27-0002.R1

Published online: October 16, 2019  |   Number of Views: 170  |  Number of Download: 522


For decades, researchers have attempted to define and measure what motivates individuals to achieve. Numerous attempts have sought to measure achievement motivation by using self-report tests. The concepts of motivation and achievement motivation have a rich history of being discussed among different cultures. The purpose of this study was to adapt and report psychometric properties of Turkish-language version of the Achievement Motivation Measure. We conducted confirmatory factor analyses and correlational analysis for factor structure and measurement invariance of Achievement Motivation Measure. Participants were 336 undergraduate students and CFA findings were acceptable for the sample, x2(62) = 155.94, p< .001, χ2/df= 2.51; GFI= .93, CFI= .91, SRMR= .056, and RMSEA= .067 (90% CI= .054- .081), supporting the 13-item two factors model. Moreover, the Achievement Motivation Measure had partial measurement invariance across gender. Results were consistent with the original Achievement Motivation Measure.

Keywords: achievement motivation, validation, instrument adaptation, measurement invariance

How to Cite this Article?

APA 6th edition
Karaman, M.A. & Smith, R. (2019). Turkish Adaptation of Achievement Motivation Measure . International Journal of Progressive Education, 15(5), 185-197. doi: 10.29329/ijpe.2019.212.13

Karaman, M. and Smith, R. (2019). Turkish Adaptation of Achievement Motivation Measure . International Journal of Progressive Education, 15(5), pp. 185-197.

Chicago 16th edition
Karaman, Mehmet Akif and Robert Smith (2019). "Turkish Adaptation of Achievement Motivation Measure ". International Journal of Progressive Education 15 (5):185-197. doi:10.29329/ijpe.2019.212.13.

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