Validation of the Adult Education Motivation Scale

Echelle de Motivation en Formation d’Adulte (EMFA)

Fabien Fenouillet, PhD* , Jean Heutte, PhD**, & Robert Vallerand, PhD***

* Université Paris Ouest Nanterre La Défense, EA 4004, Laboratoire of “Cognition humaine et artificielle", Nanterre, France ** Univ. Lille, EA 4354 - CIREL - Centre Interuniversitaire de Recherche en Education de Lille, F-59000 Lille, France.

*** Université du Québec à Montréal, LRCS - Laboratoire de Recherche sur le Comportement Social, Montréal, Canada.

Assess adults’ motivation toward (e-)education : why?

✖  Lots of theories, but few tools ✖ Motivation has many effects on behavior:

o  initiation o  direction o  intensity o  persistence

✖ Massive drop out in Massive online open courses (MOOCs)

Massive drop out in MOOCs context In a MOOC, nearly half of the students disappear each week (Heutte, 2014).

Fig. 1 Drop out in the French MOOC iNum (Caron, Heutte & Rosselle, 2014, p. 13)

Objectives

✖ Better understand motivations of adults engaged in MOOCs ✖ With great heuristic power of self-determination theory ✖ Validate a new tool (Motivation + Adult + e-learning)

Positive educational psychology (Heutte, Fenouillet, & Martin-Krumm, 2013)

The scientific study of the conditions and processes that contribute to the flourishing or optimal functioning of: ✖  learners, people working in education or training and

all players who are part of the educational community; ✖  actual or virtual communities in which the above-

mentioned people learn or work;

✖  education and training systems, organizations or arrangements.

Intrinsic Motivation -  to know -  accomplishment -  stimulation

Intrinsic Motivation

Amotivation

The self-determination continuum (Deci & Ryan, 1985, 2000 ; Vallerand & Blais, 1987)

Motivation scales

✖  Lots of scales based on the self-determination continuum in many contexts: education, health, work, religion, sport, friendly relationships…

✖ Many scales elaborated in school and university contexts, but no specific scale for adult learning/training

✖ Generally the continuum is not complete: the integrated regulation is missing

Intrinsic Motivation -  to know -  accomplishment -  stimulation

Extrinsic Motivation

Amotivation

The Academic Motivation Scale (AMS) In French (Vallerand et al , 1989) and English (Vallerand et al., 1992)

Fig2. AMS, in the self-determination continuum, showing the motivational, self-regulatory, and perceived locus of causality bases of behaviors that vary in the degree to which they are self-determined.

Intrinsic Motivation -  to know -  accomplishment -  stimulation

Extrinsic Motivation

Amotivation

The Academic Motivation Scale (AMS) In French (Vallerand et al , 1989) and English (Vallerand et al., 1992)

NB item s: 1 3 3 Measured dimensions

Fig2. AMS, in the self-determination continuum, showing the motivational, self-regulatory, and perceived locus of causality bases of behaviors that vary in the degree to which they are self-determined.

Intrinsic Motivation -  to know -  accomplishment -  stimulation

Extrinsic Motivation

Amotivation

The Echelle de Motivation en Formation d’Adulte (EMFA) French Adult Education Motivation Scale (Fenouillet, Heutte, Vallerand, 2014)

NB item s : 1 4 1 Measured dimensions

Fig3. EMFA, in the self-determination continuum, showing the motivational, self-regulatory, and perceived locus of causality bases of behaviors that vary in the degree to which they are self-determined.

Amotivations: Why are you enrolled in this MOOC?

✖  Amotivation (AM) ! Honnêtement je ne le sais pas; j'ai vraiment l'impression de

perdre mon temps en formation [Honestly, I don't know; I really feel that I am wasting my time in training ].

Controlled Motivations: Why are you enrolled in this MOOC?

✖  Extrinsic motivation - external regulation (RE) ! Parce qu'elle va me permettre de gagner davantage [In order to have a better salary later on].

✖  Extrinsic motivation – introjected (IT)

! Pour me prouver à moi-même que je suis capable de suivre cette formation [To prove to myself that I am capable of completing this training]

Self-determined Motivations: Why are you enrolled in this MOOC?

✖  Extrinsic motivation - identified (ID) ! Parce que selon moi elle va m'aider dans la poursuite de ma

carrière [Because this will help me make a better choice regarding my career orientation]

✖  Extrinsic motivation – integred (REG) ! Parce que ce type de formation fait partie intégrante de moi

[Because this kind of training is an integral part of me]

Self-determined Motivations: Why are you enrolled in this MOOC?

✖  Intrinsic motivation to know (MIC) !Pour le plaisir que j'ai à découvrir de nouvelles choses jamais

vues auparavant [Because I experience pleasure and satisfaction while learning new things]

Principle of research

✖ Validate the structure of a new self-determined motivation in adult learning scale: the "échelle de motivation en formation d’adulte" (EMFA)

✖ Students enrolled in the Mooc "gestion de

projet" [project management] organised by the engineering school "École Centrale de Lille" (France)

✖ Online survey before the Mooc begins

Sample Characteristics (1)

✖ Sexe

N. valid

percent

Valide

31 0,4%

Females 3 278 41,7% Males 4 546 57,9%

Total 7 855 100%

Sample Characteristics (2)

✖ Age

N.! Mini! Maxi! M.! SD!age! 7829! 14! 78! 33,03! 10,6!N valid! 7829!

Population characteristics (3)

✖ Highest diploma

N! % valid

!! 18! 0,2%!Baccalauréate!(French!high!school!diploma)! 533! 6,8%!Bac+2! 1883!24,0%!Bac+3!(bachelor's!degree)! 1659!21,1%!Bac+5!(master's!degree)! 3416!43,5%!Bac+8!(doctorate)! 346! 4,4%!Total! 7855! 100%!

Internal consistancy and correlations

Alpha M. SD AM RE IT ID REG MIC

AM .78 1.19 .49 1.00

RE .78 2.35 1.07 .15* 1.00

IT .85 2.40 1.14 .13* .43* 1.00

ID .77 3.91 .87 - .20* .51* .28* 1.00

REG .89 2.58 1.12 .03* .44* .43* .42* 1.00

MIC .79 3.83 .89 - .18* .17* .36* .39* .44* 1.00

nb : * = p < .05 AM: amotivation, Extrinsic motivation regulation (RE: external; IT: introjected ; ID: identified ; REG: integrated) MIC: intrinsic motivation to know

ESEM – Graphic result Khi2(147)= 2895.40 CFI=.97 TLI=.94 RMSEA=.049 SRMR=.017

ESEM : Factor Loadings

AM: amotivation, Extrinsic motivation regulation (RE: external; IT: introjected ; ID: identified ; REG: integrated) MIC: intrinsic motivation to know

AM# ID# IT# MIC# RE# REG#![AM1]! ##.72# K!.02! K!.01! K!.03! K!.01! !!.01!![AM2]! ##.46# K!.01! !!.06! K!.02! !!.08! !!.07!![AM3]! ##.83# !!.01! K!.02! !!.01! K!.01! K!.02!![AM4]! ##.80# !!.01! !!.01! !!.01! K!.01! !!.00!![ID1]! K!.06! ##.77# !!.01! K!.01! !!.00! K!.05!![ID2]! !!.03! ##.39# K!.02! !!.16! !!.15! !!.16!![ID3]! !!.05! ##.89# !!.00! K!.01! K!.02! !!.01!![ID4]! K!.07! ##.47# !!.02! !!.19! !!.07! !!.06!![IT1]! !!.00! !!.02! ##.81# !!.03! K!.05! K!.03!![IT2]! K!.01! !!.05! ##.56# !!.04! !!.21! !!.13!![IT3]! !!.05! K!.07! ##.53# K!.01! !!.11! !!.27!![IT4]! K!.04! !!.03! ##.93# K!.02! !!.00! K!.01!![MIC1]! K!.08! !!.03! !!.01! ##.64# !!.02! K!.05!![MIC2]! !!.02! K!.07! !!.15! ##.67# K!.15! K!.01!![MIC3]! !!.02! !!.00! !!.00! ##.75# !!.02! K!.02!![MIC4]! K!.02! !!.07! K!.04! ##.73# !!.07! !!.06!![RE1]! !!.01! !!.15! K!.05! K!.07! !!.16! ##.45#![RE2]! K!.01! !!.29! !!.07! !!.00! K!.07! ##.57#![RE3]! !!.12! K!.02! !!.10! !!.02! !!.06! ##.57#![RE4]! K!.04! !!.01! K!.02! !!.01! K!.03! ##.91#![REG1]! K!.03! !!.05! K!.06! !!.06! ##.68# !!.02!![REG2]! !!.00! !!.05! !!.02! !!.12! ##.71# !!.00!![REG3]! !!.01! K!.02! !!.03! K!.02! ##.92# K!.02!![REG4]! !!.00! K!.04! !!.16! K!.01! ##.82# !!.01!

Confirmatory factor analyses (CFA)

Khi2(239)= 8192.88 CFI=.91 TLI=.90 RMSEA=.066 SRMR=.058

Summary

✖ Good validity

✖ Orginal scale -  for adult learning/training -  in MOOCs and e-learning

! Can be used in many contexts…

The Echelle de Motivation en Formation d’Adulte (EMFA) French Adult Education Motivation Scale

(Fenouillet, Heutte, Vallerand, 2015)

Appendix Echelle de Motivation en Formation d’Adulte (EMFA) [French Adult Education Motivation Scale]

(Fenouillet, Heutte, Vallerand, 2015)

1. [RE1] Parce qu'elle va me permettre de gagner davantage. [Because I would find a high-paying job later on.] 2. [REG1] Parce que ce type de formation fait partie intégrante de moi. [Because this type of training is an integral part of myself.] 3. [MIC1] Parce que j'éprouve du plaisir et de la satisfaction à apprendre de nouvelles choses. [Because I experience pleasure and satisfaction while learning new things.] 4. [ID1] Parce que selon moi elle va m'aider dans la poursuite de ma carrière (ou pour ma future carrière). [Because I think that a college education will help me better prepare for the career I have chosen.] 5. [AM1] Honnêtement je ne le sais pas; j'ai vraiment l'impression de perdre mon temps en formation. [Honestly, I don't know; I really feel that I am wasting my time in training.] 6. [IT1] Pour me prouver à moi-même que je suis capable de suivre cette formation. [To prove to myself that I am capable to take this training.] 7. [RE2] Pour pouvoir décrocher un emploi plus important. [In order to obtain a more prestigious job later on.] 8. [MIC2] Pour le plaisir que j'ai à découvrir de nouvelles choses jamais vues auparavant. [For the pleasure I experience when I discover new things never seen before.] 9. [ID2] Parce qu'elle devrait me permettre de travailler dans un domaine que j'aime. [Because eventually it will enable me to enter the job market in a field that I like.]

10. [AM2] J'ai déjà eu de bonnes raisons pour suivre cette formation, mais maintenant je me demande si je devrais continuer.

[I once had good reasons to take this training; however, now I wonder whether I should continue.]

11. [REG2] Parce que cette formation me ressemble. [Because this training is a lot like me.] 12. [IT2] Parce que le fait de réussir à suivre cette formation me permet de me sentir important à mes

propres yeux. [Because of the fact that when I succeed in this training I feel important.]

13. [RE3] Parce que je veux pouvoir mener "la belle vie" plus tard. [Because I want to have "the good life" later on.] 14. [MIC3] Pour le plaisir d'en savoir plus long sur les sujets qui m'intéressent. [For the pleasure that I experience in broadening my knowledge about subjects which appeal to me.] 15. [ID3] Parce que cela va m'aider dans le développement de ma carrière professionnelle. [Because this will help me make a better choice regarding my career orientation.] 16. [AM3] Je ne parviens pas à voir pourquoi je suis cette formation et franchement je m'en fous pas mal. [I can't see why I go to this training and frankly, I couldn't care less.]

17. [REG3] Parce que cette formation est une partie de ce que je suis. [Because this training is a part of who I am.] 18. [IT3] Pour me prouver que je suis une personne intelligente. [To show myself that I am an intelligent person.] 19. [RE4] Pour avoir un meilleur salaire plus tard. [In order to have a better salary later on.] 20. [MIC4] Parce que cette formation va me permettent de continuer à en apprendre sur une foule de choses

qui m'intéressent. [Because my studies allow me to continue to learn about many things that interest me.]

21. [ID4] Parce que je crois que cette formation va augmenter mon potentiel au travail. [Because I believe that this training will improve my competence as a worker.] 22. [AM4] Je ne le sais pas; je ne parviens pas à comprendre pourquoi. [I don't know; I can't understand what I am doing.] 23. [IT4] Parce que je veux me prouver à moi-même que je suis capable de réussir cette formation. [Because I want to show myself that I can succeed in this training.] 24. [REG4] Parce que cette formation est une expression de moi-même. [Because this training is an expression of myself.]

Please use this reference to cite the Adult Education Motivation Scale/Echelle de Motivation en Formation d’Adulte (EMFA) Fenouillet F., Heutte J., Vallerand R.-J. (2015), Validation of the Adult Education Motivation Scale, Fourth World Congress on Positive Psychology (IPPA), Orlando, FL.

Note: AM: amotivation, Extrinsic motivation regulation (RE: external; IT: introjected ; ID: identified ; REG: integrated) MIC: intrinsic motivation to know

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Motivation machine...