Abstract
This study was concerned with the factorial validation of the Inventory of School Motivation (ISM), an instrument based on a theory of personal investment and the possible use of derived ISM factor scales as predictors of student motivation to continue with schooling for three cultural groups (aboriginal, anglo, and migrant). Responses to the ISM from a total of 2152 Australian secondary students were subjected to principal axis factor analyses which yielded factor scales congruent with the personal investment theory and which were employed as variables in a series of discriminant analyses. The findings supported the usefulness of both the theoretical framework as well as the validity of the ISM in analyzing influential motivational variables for individuals from different cultural groups in educational settings.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call