Dimensions of adolescent motivation as measured by higher-order factors in the school motivation analysis test
References (19)
A reanalysis of the higher-order factor structure of the Motivation Analysis Test and the Eight State Questionnaire
Personality and Individual Differences
(1985)Commentary: The role of intrapersonal psychological variables in academic school learning
Journal of School Psychology
(1987)- et al.
Proof of situational sensitivity of mood states and dynamic traits—ergs and sentiments— to disturbing stimuli
Personality and Individual Differences
(1984) - et al.
A repeated measures investigation of the relation of the School Motivation Analysis Test to academic achievement
Psychological Reports
(1973) Higher-order factor structure of Cattell's MAT and 8SQ
Multivariate Experimental Clinical Research
(1983)Effects on academic learning of manipulating mood states and motivational dynamics in relation to ability and personality factors
Dissertation Abstracts International
(1986)Prediction of academic achievement from intrapersonal psychological variables
Elucidation of motivation structure by dynamic calculus
- et al.
A first survey of the similarity of personality and motivation prediction of ‘in situ’ and experimentally controlled learning, by structured learning theory
Australian Psychologist
(1987)
Cited by (5)
Overarching personality paradigm: A neo-Cattellian psychometric model
2019, Personality and Individual DifferencesCitation Excerpt :In similar vein, Boyle (1987b) also factor analytically reduced the 12 abnormal trait dimensions measured in the CAQ (Krug, 1980) down to just six second-stratum factors which were tentatively labelled: Depressive Schizophrenia, Psychopathic Dominance, Psychotic Inadequacy, Paranoid Depression, Helpless Depression, and Anxious Depression, thereby enabling more efficient measurement of psychopathology (cf. Boyle, 1985b; Boyle & Comer, 1990). Cattell had incorporated objective T-data tests into the MAT and its downward extensions, the SMAT and CMAT (Boyle, Start, & Hall, 1988, 1989a, 1989b; Cattell, 1982c, 1985, 1992; Cattell & Child, 1975; Sweney, Anton, & Cattell, 1986). The higher-stratum factor structure of objective motivation tests (T-data measures avoid item transparency, thereby minimising response distortion) has been investigated in several factor analytic studies (e.g., Barton, Dielman, & Cattell, 1986; Boyle, 1985a, 1988c, 1989b; Boyle & Start, 1988, 1989a; Boyle et al., 1989a; Cattell, 1981, 1985, 1992; Cattell & Kline, 1977).
Comprehensive assessment of children's psychological needs: Development of the child Reiss Motivation Profile for ages four to eleven
2015, Learning and Individual DifferencesCitation Excerpt :One line of research has examined the effects of external reward on intrinsic motivation and has suggested that indeed, things like tangible rewards might be detrimental to intrinsic motivation (Deci et al., 1999). An important line of research has focused on the identification of the range of activities that individuals find intrinsically rewarding, individual differences in the intensity of these motives, and their role in career guidance, and school counseling (Boyle, Start, & Hall, 1989; Froiland, 2011; Froiland & Oros, 2013; Reiss & Havercamp, 1998). A number of perspectives suggest that certain motives are common to everyone and deeply rooted in human nature.
Simplifying the cattellian psychometric model
2008, The SAGE Handbook of Personality Theory and Assessment: Volume 1 - Personality Theories and ModelsInternal Structure of the Children's Motivation Analysis Test - Normative data
1997, Educational StudiesChildren’s Motivation Analysis Test (CMAT)—Normative data
1993, Early Child Development and Care