The authors examine the factor structure of the Academic Motivation Scale (AMS; R. J. Vallerand, L. G. Pelletier, M. R. Blais, N. M. Briere, C. Senecal, & E. F. Vallieres, 1992) with a United States student population. There was some support for a 7-factor structure. Evidence of construct validity examining the relationship with academic self-concept and academic achievement is mixed. Ethnic and gender differences in motivation are discussed.
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Cokley et al. (2001) studied this question.
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