INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY

Year 2016, Volume: 14 Issue: 3, 0 - 0, 02.11.2016

Hakan Aydoğan

https://doi.org/10.18026/cbusos.66920

Cited By: 1

Abstract

Educational contexts without considering students' levels of their motivation cannot be thought of. Motivation is one of the best predictors of academic achievement, in some studies, it is better predictor than general intelligence of students. Two types of motivation – the extrinsic and the intrinsic one should be distinguished carefully. Intrinsic motivation is related to emotional aspect of learning. If students learn because it gives them pleasure and if they enjoy it, it can be said that these group of students have high levels of intrinsic motivation. In contrast, students who learn especially to gain some reward, acknowledgement or recognition are considered to be extrinsically motivated. Lots of scales which measure intrinsic and extrinsic motivation are general assessment tools i.e. they are not domain-specific tools. Because of that, the main aim of our study is to examine reliability and validity of Intrinsic and extrinsic motivation for English learning scale. This scale was made in order to measure levels of intrinsic and extrinsic motivation for learning English language. Hence, we anticipate its usefulness in English language educational context. Cronbach's alpha coefficients were calculated and factor analysis was conducted. These statistical and psychometric techniques yielded the following results: the reliability of both subscales was good and the IEM-ELS had two-dimensional latent structure.