BACKGROUND: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. AIM: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities. SAMPLE: Two hundred and eighty-seven Spanish university students participated in the study. METHOD: Data were collected at two time points to check the reliability and stability of PLOC-U by a test-retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E). RESULTS: Confirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework). CONCLUSIONS: PLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students.
BACKGROUND: Research has shown that self-determination theory can be useful in the study of motivation in sport and other forms of physical activity. The Perceived Locus of Causality (PLOC) scale was originally designed to study both. AIM: The current research presents and validates the new PLOC-U scale to measure academic motivation in the university context. We tested levels of self-determination before and after academic examinations. Also, we analysed degree of internalization of extrinsic motivation in students' practical activities. SAMPLE: Two hundred and eighty-seven Spanish university students participated in the study. METHOD: Data were collected at two time points to check the reliability and stability of PLOC-U by a test-retest procedure. Confirmatory factor analysis was performed on the PLOC-U. Also convergent validity was tested against the Academic Motivation Scale (EME-E). RESULTS: Confirmatory factor analysis showed optimum fit and good reliability of PLOC-U. It also presented excellent convergent validity with the EME-E and good stability over time. Our findings did not show any significant correlation between self-determination and expected results before academic examinations, but it did so afterwards, revealing greater regulation by and integration of extrinsic motivation. The high score obtained for extrinsic motivation points to a greater regulation associated with an external contingency (rewards in the practical coursework). CONCLUSIONS: PLOC-U is a good instrument for the measurement of academic motivation and provides a new tool to analyse self-determination among university students.