Mensuração da motivação acadêmica: exploração psicométrica da escala EMAPRE-U Breve

Abstract

Motivation can be understood as a cognitive resource that directs and sustains an individual's actions toward achieving a specific goal. Measuring this construct, especially in Higher Education, is fundamental for understanding learning processes. Thus, this study was guided by the following question: does the proposed tri-factorial structure for the Achievement Motivation Scale for University Students (EMAPRE-U Brief) present an adequate fit in a sample of university students? The general objective of the study is to analyze the evidence of internal structure validity and reliability of the EMAPRE-U Brief. Specifically, it sought to: (1) test, through Confirmatory Factor Analysis (CFA), the adequacy of the tri-factorial model of the scale; (2) investigate evidence of the factors' reliability through internal consistency coefficients; and (3) verify the scale's relationships with sociodemographic and academic variables. The study is characterized as a cross-sectional, quantitative approach, presenting a descriptive and instrumental nature. Participants included 262 undergraduates from public institutions (89.7%), mostly female (80.9%). The instruments used were a sociodemographic questionnaire and the Achievement Motivation Scale for University Students (EMAPRE-U Brief). The results indicated that the scale possesses adequate fit indices as well as satisfactory reliability levels. The study enabled the verification of the EMAPRE-U Brief as a reliable instrument for research in the Brazilian Higher Education scenario. From a psychopedagogical perspective, such findings are crucial, as they provide professionals with a scientific tool to map the student's motivational profile.