Scales for the assessment of self-determined motivation of elementary school children (SESMO): Factor structure, measurement -invariance, and criterion-related interpretation of the test scores

The aim of the present study was to test the measurement quality and valid interpretation of the test scores of the scales for the assessment of self-determined motivation of elementary school children (SESMO) measuring five motivational regulation types posited by selfdetermination theory (intrinsic, identified, introjected, extrinsic, amotivated). In the present study, this self-report measure for elementary school children was firstly examined by using a sample of N = 679 primary school children from grades 3 to 4 in mathematics and German. When testing the factor structure, multiple confirmatory factor models (CFA) were compared to an exploratory structural equation model (ESEM) and two bi-factor models (B-CFA, B-ESEM), and measurement invariance across gender and grade levels was analyzed. The criterionrelated interpretation of the test scores was investigated by exploring the relations to various external criteria (i.e., self-reported grades, selfconcept, concentration, student-teacher relationship, enjoyment, and anxiety in class). Results of CFA provided support for the appropriateness of a 5-factor structure in both domains. However, the B-ESEM model showed the best fit to the data when compared to all other models. Measurement invariance across gender and grade levels was sufficiently established. The more self-determined types of motivation (i. e., intrinsic, identified) were more likely to relate to more favorable external criteria than more externally determined types of motivation (i. e., introjected, extrinsic) or amotivation.