Motivazione intrinseca ed estrinseca e disagio scolastico: un contributo alla validazione del test “Perché studio?”

The aims of the present study were to implement a measurement instrument to assess school motivation and to test the hypothesis that the main motivational components, underling school achievement and difficulties, can be lead to four dimensions. According to a theoretical model of motivation in study, a 40-item questionnaire has been set up (Dazzi, Pedrabissi e Ratti, 1997). To evaluate the psychometric properties of the test and the validity of the model of motivation it has been compared to another theoretically concordant one: the Academic Self-Regulation Questionnaire of Ryan and Connell (1989). The questionnaires have been administered to a sample of 324 students (160 males and 164 female), attending the middle school (11-14 years-old). The metric properties of the tests have been verified. Results showed that the test has good psychometric properties and confirme the hypotized motivational structure.