Design and validation of a questionnaire for learning motivation in Secondary School students

Abstract

Identifying the level of motivation in the learning process of students is fundamental for their academic performance. This research focused on designing and validating a questionnaire to measure learning motivation in secondary school students. For this purpose, rigorous criteria were applied in the design and validation process, which included theoretical review of the construct, instrument design and validation based on content evidence evaluated by experts, as well as on the internal structure of the instrument evaluated through confirmatory factor analysis (CFA). The questionnaire was administered to a group of 192 students from a secondary school in Huancavelica, a region considered to be extremely poor in Peru. The results of the content validity coefficient (CVC) and the CFA provided evidence of an adequate fit of the data to the theoretical structure of two dimensions, extrinsic motivation and intrinsic motivation, composed of 23 items. The reliability of the questionnaire was established with McDonald's omega and Cronbach's alpha coefficients for each dimension, indicating adequate internal consistency. The study contributes with a valid and reliable measurement tool to assess learning motivation in high school students.