Construction, Validation, Reliability and Normalization of Academic State Motivation Inventory

The academic motivation due to its important role in school learning is the basis for several research in the field of educational psychology. However, less research has been paid to the distinction between state academic motivation and trait academic motivation. While there is no suitable tool for measuring this factor, this study aimed to make appropriate instrumentation to assess the academic motivation state. In order to achieve this goal, a questionnaire on the basis of theoretical principles in the areas of academic motivation was prepared. Through the pilot study and survey respondents and ten professors of psychology, the content related validity was confirmed, and its reliability in the pilot study with internal consistency and Cronbach`s alpha coefficient was calculated as. 0.95. This questionnaire had 53 questions for the final run conducted on a sample of 300 students of PNU based on random sampling. To analyze the research data, Bartlett`s sohericity test, factor analysis with various rotations, Cronbach`s alpha, percentage norm, and categorical norm were used. As a result of factor analysis and based on scree four factors were found in the academic motivation state questionnaire. Cronbach`s alpha coefficient for the total test was. 0.91, and for the subscales of interest in class and interpersonal communication 0.89, interest in competence and self – efficacy 0.68, interest in the course and field of study 0.67, and interest in praise and encouragement 0.76. Based on the performance of the participats, percentage norm table and categorical norm table were developed for the questionnar of academic state movtivation and its subscales. Highly valid and reliable tool with necessary standardization for application in educational and psychological research.