ADAPTACIÓN CULTURAL Y PSICOMÉTRICA DE LA ESCALA DE MOTIVACIÓN ACADÉMICA. UN ESTUDIO PILOTO
Bibliographic record
Abstract
La Academic Motivation Scale Escala de Motivacion Academica- fue creada por Robert Valerand en 1989 con el objeto de identificar estilos reguladores de motivacion en contextos academicos. Esta escala fue validada con estudiantes Franceses y Canadienses y sus postulados obedecen a la Teoria de la Autorregulacion propuesta por Deci y Ryann (1985). La version original de esta escala permite determinar siete factores: tres que corresponden a motivacion extrinseca (regulacion externa, regulacion introyectada y regulacion identificada); tres que corresponden a motivacion intrinseca (conocimiento, realizacion y estimulo) y uno que corresponde a desmotivacion. En este trabajo se presentan resultados preliminares de una adaptacion cultural y psicometrica de la Escala de Motivacion Academica. Participan del estudio 50 alumnos de la facultad de Psicologia de la Universidad Nacional de Mar del Plata, que cursan materias comprendidas entre segundo y quinto ano de la carrera, la muestra fue casual, los resultados obtenidos arrojan evidencia a favor de la validez de constructo y de la fiabilidad de la escala propuesta. Resumen en Ingles The Academic Motivation Scale was created by Robert Valerand in 1989 with the intention of identifying regulating styles of motivation in academic contexts. This scale was validated with French and Canadian students and their postulates obey to the Self-regulation Theory propose by Deci and Ryann (1985). The original version of this scale allows to determine seven factors: three that corresponds to extrinsic motivation (external regulation, introyectada regulation and identified regulation); three that corresponds to intrinsic motivation (knowledge, accomplishment and stimulus) and one that corresponds to amotivation. In this work the preliminary results of the cultural and psicometric adaptation of the Scale Academic Motivation. Participants are 50 undergraduate student of the Faculty of Psychology of the National University of Mar del Plata, who attend matters between second and fifth year of the career. The sample was accidental. Finally, the preliminary results provide evidence about the factorial validity and the reliability of present the scale. Palabras Clave Motivacion EMA Teoria Autodeterminacion
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".