We describe the cross-cultural adaptation of the middle and high school version of the MUSIC® Model of Academic Motivation Inventory (Jones, 2012) into Icelandic, in order to provide Icelandic educators with a tool to assess motivation and guide the selection of teaching strategies. The inventory measures students´ perceptions of the five components of the MUSIC® Model of Motivation (Jones, 2009, 2015): eMpowerment, Usefulness, Success, Interest, and Caring. Back-translation of the MUSIC Inventory, followed by expert meetings, was used to gain semantic equivalence. Participants were 458 Icelandic students in fifth to eighth grade. To obtain translation equivalence, we used an exploratory factor analysis that involved principal axis factoring with promax rotation. Subsequently, we implemented a confirmatory factor analysis with a different sample of students to test for model fit. The results replicated the findings obtained with the original version and confirmed the five-factor structure, providing validity evidence for the scores produced by using the Icelandic version.
Höfundar: Ásta B. Schram og Brett D. Jones
Ásta B. Schram (email@example.com) has a Ph.D. in Educational Psychology/Curriculum and Instruction from Virginia Tech. She is an assistant professor in the School of Health Sciences at the University of Iceland where she focuses on student motivation and development of diverse teaching strategies that support motivation.
Brett D. Jones, Ph.D. (firstname.lastname@example.org), is a professor of Educational Psychology at Virginia Tech, Blacksburg, Virginia. He received his doctoral degree in Educational Psychology from the University of North Carolina at Chapel Hill. His research includes examining methods instructors can use to design environments that support students’ motivation and learning