kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.06kvmolur-109Research ArticleСтатьиВнутренняя структура инструмента измерения школьной мотивации подростковInternal Structure of Adolescents’ School Motivation Measuring Toolhttps://orcid.org/0000-0003-4158-8368МамбеталинаА. С.MambetalinaA.

Алия С. Мамбеталина

Астана

Aliya Mambetalina

Astana

mambetalina@mail.ruhttps://orcid.org/0000-0002-4740-4630ЛоуренсК. С.LawrenceK. C.

Кехинде С. Лоуренс

Астана

Kehinde C. Lawrence

Astana

Lawrence.kclement@gmail.comhttps://orcid.org/0000-0002-0477-5490УталиеваЖ. Т.UtaliyevaZh.

Жанна Т. Уталиева

Астана

Zhanna Utaliyeva

Astana

zhanna.utalieva@mail.ruhttps://orcid.org/0000-0003-1992-1507АйжановаГ.AizhanovaG.

Гульнара Айжанова

Алматы

Gulnara Aizhanova

Almaty

gulnara.aizhanova1@narxoz.kzhttps://orcid.org/0000-0002-0724-7247МандыкаеваА.MandykayevaA.

Алмагуль Мандыкаева

Астана

Almagul Mandykayeva

Astana

mandykayeva_ar@enu.kzhttps://orcid.org/0000-0001-7385-8268ГаниеваГ.GaniyevaG.

Гульназ Ганиева

Астана

Gulnaz Ganiyeva

Astana

ganieva_vsrk@mail.ruhttps://orcid.org/0000-0002-2537-7184СатоваА.SatovaA.

Акмарал Сатова

Алматы

Akmaral Satova

Almaty

Satova57@mail.ruЕвразийский национальный университет им. Л. Н. ГумилеваКазахстанL. N. Gumilyov Eurasian National UniversityKazakhstanУниверситет НархозКазахстанNarxoz UniversityKazakhstanКазахский национальный педагогический университет им. АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstan2024031020251946781Copyright © Мамбеталина А.С., Лоуренс К.С., Уталиева Ж.Т., Айжанова Г., Мандыкаева А., Ганиева Г., Сатова А., 20252025Мамбеталина А.С., Лоуренс К.С., Уталиева Ж.Т., Айжанова Г., Мандыкаева А., Ганиева Г., Сатова А.Mambetalina A., Lawrence K.C., Utaliyeva Z., Aizhanova G., Mandykayeva A., Ganiyeva G., Satova A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/109

Основной целью данного исследования было исследование внутренней структуры самостоятельно разработанного «Инструмента измерения школьной мотивации подростков», предназначенного для использования в подростковой школе. В исследовании использовался эксплораторный количественный подход, а его дизайн был обоснован в рамках эксплораторного типа. Анкету заполнили 489 подростков, посещающих школу. Факторный анализ главных компонентов с варимакс-вращением подтвердил четырехфакторную структуру инструмента измерения школьной мотивации подростков, а для определения адекватности инструмента был проведен подтверждающий факторный анализ. Результаты показали, что каждый из факторов имеет хорошие значения внутренней надежности: 0,88 %, 0,87 %, 0,87 % и 0,81 % соответственно. SEM-модель школьной мотивации подтвердила, что факторная структура является хорошей моделью, так как RMSEA (p = 0,066) был значимым на высоком уровне. Кроме того, было подтверждено наличие интеркорреляций между каждым из компонентов: когнитивная мотивация и мотивация успеха (r = 0,95); когнитивная мотивация и социальная мотивация (r = 0,73); мотивация успеха и социальная мотивация (r = 0,73). Низкая корреляция существовала между компонентами социальной мотивации и мотивации избегания неудач (r = 0,03). В результате исследования был сделан вывод о том, что четыре фактора являются подходящим инструментом измерения школьной мотивации подростков для использования в работе с учащимися школ.

The main aim of this study was to examine the internal structure of a self-developed instrument “the adolescents’ school motivation measuring tool” instrument for use of adolescent school. Exploratory quantitative research approach, and its design was grounded within the exploratory type. A total of 489 school-going adolescents completed the questionnaire. A principal component factor analysis with varimax rotation confirmed the four-factor structure of the adolescents’ school motivation measurement tool, while confirmatory factor analysis was performed to establish the appropriateness of the instrument. The findings established that each of the factors, had good internal reliability values 0.88%, 0.87%, 0.87%, and 0.81% respectively. The SEM model of school motivation confirmed that the factor structure was a good model as the RMSEA (p = 0.066) was significant at a high level. Further, it was also affirmed that inter-correlations existed among each of the components: cognitive and success motivation (r = 0.95); cognitive and social motivation (r = 0.73); and success and social motivation (r = 0.73). Low correlation existed between the components of social and failure avoidance motivation (r = 0.03). This study concluded that the four factors are appropriate measures of adolescents’ school motivation tool for the use of school-going adolescents.

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The authors declare that there are no conflicts of interest present.