Validation of the Adult Education Motivation Scale Echelle de Motivation en Formation d Adulte (EMFA)

Transcription

1 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 CIREL - Centre Interuniversitaire de Recherche en Education de Lille, F Lille, France. *** Université du Québec à Montréal, LRCS - Laboratoire de Recherche sur le Comportement Social, Montréal, Canada.

2 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)

3 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)

4 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)

5 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 abovementioned people learn or work; education and training systems, organizations or arrangements.

6 The self-determination continuum (Deci & Ryan, 1985, 2000 ; Vallerand & Blais, 1987) Amotivation Intrinsic Motivation Intrinsic Motivation - to know - accomplishment - stimulation

7 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

8 The Academic Motivation Scale (AMS) In French (Vallerand et al, 1989) and English (Vallerand et al., 1992) Amotivation Extrinsic Motivation Intrinsic Motivation - to know - accomplishment - stimulation 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.

9 The Academic Motivation Scale (AMS) In French (Vallerand et al, 1989) and English (Vallerand et al., 1992) Amotivation Extrinsic Motivation Intrinsic Motivation - to know - accomplishment - stimulation Measured NB item s: 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.

10 The Echelle de Motivation en Formation d Adulte (EMFA) French Adult Education Motivation Scale (Fenouillet, Heutte, Vallerand, 2014) Amotivation Extrinsic Motivation Intrinsic Motivation - to know - accomplishment - stimulation Measured NB item s : 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.

11 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 ].

12 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]

13 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]

14 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]

15 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

16 Sexe Sample Characteristics (1) N. valid percent 31 0,4% Valide Females ,7% Males ,9% Total %

17 Sample Characteristics (2) Age N.! Mini! Maxi! M.! SD! age! 7829! 14! 78! 33,03! 10,6! N valid! 7829!

18 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%!

19 Internal consistancy and correlations Alpha M. SD AM RE IT ID REG MIC AM RE * 1.00 IT *.43* 1.00 ID *.51*.28* 1.00 REG *.44*.43*.42* 1.00 MIC *.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

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

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

22 Confirmatory factor analyses (CFA) Khi2(239)= CFI=.91 TLI=.90 RMSEA=.066 SRMR=.058

23 Summary The Echelle de Motivation en Formation d Adulte (EMFA) French Adult Education Motivation Scale (Fenouillet, Heutte, Vallerand, 2015) Good validity Orginal scale - for adult learning/training - in MOOCs and e-learning! Can be used in many contexts

24 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 [I once had good reasons to take this training; however, now I wonder whether I should continue.] devrais continuer. 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 [Because my studies allow me to continue to learn about many things that interest me.] qui m'intéressent. 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.] Note: AM: amotivation, Extrinsic motivation regulation (RE: external; IT: introjected ; ID: identified ; REG: integrated) MIC: intrinsic motivation to know 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.

25 END Motivation machine...