Adaptation and Validation of the Research Motivation Scale for Language Teachers

References

• Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101(2), 482–497. doi:https://doi.org/10.1037/a0014236
   Web of Science ®Google Scholar
• Bahrami, V., Hosseini, M., & Atai, M. R. (2019). Exploring research-informed practice in English for academic purposes: A narrative study. English for Specific Purposes, 54, 152–165. doi:https://doi.org/10.1016/j.esp.2019.02.003
   Web of Science ®Google Scholar
• Blustein, D. L. (1988). The relationship between motivational processes and career exploration. Journal of Vocational Behavior, 32(3), 345–357. doi:https://doi.org/10.1016/0001-8791(88)90025-5
   Web of Science ®Google Scholar
• Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44, 22–27.
   Google Scholar
• Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388. doi:https://doi.org/10.1093/applin/amp007
   Web of Science ®Google Scholar
• Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391–429. doi:https://doi.org/10.1017/S0261444810000170
   Web of Science ®Google Scholar
• Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge: Cambridge University Press.
   Google Scholar
• Borg, S., & Liu, Y. D. (2013). Chinese college English teachers' research engagement. TESOL Quarterly, 47(2), 270–299. doi:https://doi.org/10.1002/tesq.56
   Web of Science ®Google Scholar
• Brown, T. A. (2015). Confirmatory factor analysis for applied research. New York, NY: Guilford Publications.
   Google Scholar
• Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language learning and teaching (Vol. 2, pp. 237–254). New York, NY: Taylor & Francis.
   Google Scholar
• Burns, A. (2013). Qualitative teacher research. In C. A. Chapelle, (Ed.). The encyclopedia of applied linguistics (pp. 4816–4823). Oxford, UK: Wiley-Blackwell.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.
   Google Scholar
• Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10, 1–9.
   Google Scholar
• Daniel, J. (2012). Sampling essentials: Practical guidelines for making sampling choices. Thousand Oaks, CA: Sage.
   Google Scholar
• Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. Elliot & C. Dweck (Eds.), Handbook of competence motivation (pp. 579–597). New York, NY: The Guilford Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134.
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The oxford handbook of human motivation (pp. 85–107). Oxford, UK: Oxford University Press.
   Google Scholar
• Deemer, E. D., Martens, M. P., & Buboltz, W. C. (2010). Toward a tripartite model of research motivation: Development and initial validation of the research motivation scale. Journal of Career Assessment, 18(3), 292–309. doi:https://doi.org/10.1177/1069072710364794
   Web of Science ®Google Scholar
• Dikilitaş, K., & Griffiths, C. (2017). Developing teacher autonomy through action research. Cham, Switzerland: Palgrave Macmillan.
   Google Scholar
• Edwards, C. (2005). Epilogue: Teachers exploring research. In Corony, E. & Jane, W. (Eds.), Teachers exploring tasks in English language teaching (pp. 256–279). London: Palgrave Macmillan.
   Google Scholar
• Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15. doi:https://doi.org/10.1093/elt/ccv060
   Web of Science ®Google Scholar
• Elliot, A. J. (2008). Approach and avoidance motivation. In A. J. Elliot (Ed), Handbook of approach and avoidance motivation (pp. 3–14). New York, NY: Psychology Press.
   Google Scholar
• Elliot, A. J., McGregor, H. A., & Thrash, T. M. (2002). The need for competence. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 361–387). Rochester, NY: University of Rochester Press.
   Google Scholar
• Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73(1), 171–185. doi:https://doi.org/10.1037//0022-3514.73.1.171
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Thrash, T. M. (2010). Approach and avoidance temperament as basic dimensions of personality. Journal of Personality, 78(3), 865–906.
   PubMed Web of Science ®Google Scholar
• Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16(2), 256–279. doi:https://doi.org/10.1177/1069072707305764
   Web of Science ®Google Scholar
• Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Forero, C. G., Maydeu-Olivares, A., & Gallardo-Pujol, D. (2009). Factor analysis with ordinal indicators: A Monte Carlo study comparing DWLS and ULS estimation. Structural Equation Modeling: A Multidisciplinary Journal, 16(4), 625–641. doi:https://doi.org/10.1080/10705510903203573
   Web of Science ®Google Scholar
• Gao, X., Barkhuizen, G., & Chow, A. (2011). Nowadays, teachers are relatively obedient’: Understanding primary school English teachers’ conceptions of and drives for research in China. Language Teaching Research, 15(1), 61–81. doi:https://doi.org/10.1177/1362168810383344
   Web of Science ®Google Scholar
• Gholami, K., & Mehrmohammadi, M. (2014). Teacher researcher: An epistemic pedagogy for reconstructing teacher professional identity in Iran. International Teacher Education: Promising Pedagogies (Part A), 22, 329–351.
   Google Scholar
• Gilliland, B. (2018). Teacher research during an international practicum. ELT Journal, 72(3), 260–273. doi:https://doi.org/10.1093/elt/ccx054
   Web of Science ®Google Scholar
• Graham, J. M., Guthrie, A. C., & Thompson, B. (2003). Consequences of not interpreting structure coefficients in published CFA research: A reminder. Structural Equation Modeling: A Multidisciplinary Journal, 10(1), 142–153. doi:https://doi.org/10.1207/S15328007SEM1001_7
   Web of Science ®Google Scholar
• Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., & Rӧnnerman, K. (2013). Facilitating practitioner research: Developing transformational partnerships. New York, NY: Routledge.
   Google Scholar
• Hanks, J. (2019). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52(2), 143–187. doi:https://doi.org/10.1017/S0261444819000016
   Web of Science ®Google Scholar
• Holmes Finch, W., & French, B. F. (2019). Educational and psychological measurement. New York, NY: Routledge.
   Google Scholar
• in de Wal, J. J., den Brok, P. J., Hooijer, J. G., Martens, R. L., & Van den Beemt, A. (2014). Teachers' engagement in professional learning: Exploring motivational profiles. Learning and Individual Differences, 36, 27–36. doi:https://doi.org/10.1016/j.lindif.2014.08.001
   Web of Science ®Google Scholar
• International Test Commission. (2005). The ITC guidelines for translating and adapting tests. Retrieved from http://www.intestcom.org
   Google Scholar
• Jackson, D. L., Voth, J., & Frey, M. P. (2013). A note on sample size and solution propriety for confirmatory factor analytic models. Structural Equation Modeling: A Multidisciplinary Journal, 20(1), 86–97. doi:https://doi.org/10.1080/10705511.2013.742388
   Web of Science ®Google Scholar
• Johnson, K. E., & Golombek, P. R. (2002). Teachers' narrative inquiry as professional development. Cambridge: Cambridge University Press.
   Google Scholar
• Kahn, J. H., & Scott, N. A. (1997). Predictors of research productivity and science-related career goals among counseling psychology doctoral students. The Counseling Psychologist, 25(1), 38–67. doi:https://doi.org/10.1177/0011000097251005
   Web of Science ®Google Scholar
• Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 17–64). Washington, DC: American Council on Education.
   Google Scholar
• Kane, M. T. (2015). Explicating validity. Assessment in Education: Principles, Policy & Practice, 23, 198–211. doi:https://doi.org/10.1080/0969594X.2015.1060192
   Web of Science ®Google Scholar
• Kline, R.B. (2015). Principles and practice of structural equation modeling (2nd ed.). New York, NY: The Guilford University Press.
   Google Scholar
• Kuckartz, U. (2014). Qualitative text analysis: A guide to methods, practice and using software. Thousand Oaks, CA: Sage.
   Google Scholar
• Lankshear, C., & Knobel, M. (2004). A handbook for teacher research. Berkshire: McGraw-Hill Education.
   Google Scholar
• Larsen, R. J., & Augustine, A. A. (2008). Basic personality dispositions. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation (pp. 151–164). New York, NY: Psychology Press.
   Google Scholar
• Li, C. (2016). The performance of ML, DWLS, and ULS estimation with robust corrections in structural equation models with ordinal variables. Psychological Methods, 21(3), 369–387. doi:https://doi.org/10.1037/met0000093
   PubMed Web of Science ®Google Scholar
• Lorenzo-Seva, U., & Ferrando, P. J. (2013). FACTOR 10.8.02: A comprehensive program for fitting exploratory and semi-confirmatory factor analysis and IRT models. Applied Psychological Measurement, 37(6), 497–498.
   Web of Science ®Google Scholar
• Medgyes, P. (2017). The (ir) relevance of academic research for the language teacher. ELT Journal, 71(4), 491–498. doi:https://doi.org/10.1093/elt/ccx034
   Web of Science ®Google Scholar
• Mehrmohammadi, M. (2004). Teacher classroom research: Reflections on a nation-wide experience in Iran. International Journal of Humanities, 11, 133–144.
   Google Scholar
• Mertler, C. A., & Reinhart, R. V. (2017). Advanced and multivariate statistical methods: Practical application and interpretation. New York, NY: Taylor & Francis.
   Google Scholar
• Mitchell, R. (2011). Current trends in classroom research. In M. H. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 675–705). Chichester, UK: Wiley-Blackwell.
   Google Scholar
• Murray, J. M. (2012). Development and psychometric evaluation of the independent school teacher development inventory. The Journal of Experimental Education, 80(3), 219–245. doi:https://doi.org/10.1080/00220973.2012.672346
   Web of Science ®Google Scholar
• Muthén, B., & Muthén, L. (2015). Mplus: A general latent variable modeling program (version 7.4). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16(3), 337–365. doi:https://doi.org/10.1177/1362168812436903
   Web of Science ®Google Scholar
• Netemeyer, R. G., Bearden, W. O., & Shrama, S. (2003). Scaling procedures: Issues and applications. Thousand Oaks, CA: Sage.
   Google Scholar
• Peters, G. (2017). Userfriendlyscience: Quantitative analysis made accessible, R package version 0.7.2. Retrieved from https://CRAN.R-project.org/package=userfriendlyscience
   Google Scholar
• Pituch, K. A., & Stevens, J. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS. New York, NY: Routledge.
   Google Scholar
• Roth, G. (2014). Antecedents and outcomes of teachers’ autonomous motivation: A self-determination theory analysis. In P. W. Richardson, S. A. Karabenick, & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 36–51). London: Routledge.
   Google Scholar
• Rothbart, M.K., & Hwang, J. (2005). Temperament and the development of competence and motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence & motivation (pp. 167–184). New York, NY: Guilford Press.
   Google Scholar
• Ryan, R. M. (2012). Motivation and the organization of human behavior: Three reasons for the reemergence of a field. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 3–10). Oxford, UK: Oxford University Press.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Publications.
   Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Smith, J. L., Deemer, E. D., Thoman, D. B., & Zazworsky, L. (2014). Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research. Motivation and Emotion, 38(4), 496–512. doi:https://doi.org/10.1007/s11031-013-9388-8
   Web of Science ®Google Scholar
• Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend. Organizational Research Methods, 9(2), 221–232. doi:https://doi.org/10.1177/1094428105284955
   Web of Science ®Google Scholar
• Stout, R. T. (1996). Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis Archives, 4, 2–17. doi:https://doi.org/10.14507/epaa.v4n2.1996
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics. Boston, MA: Pearson, Education, Inc.
   Google Scholar
• Tavakoli, P., & Howard, M. J. (2012). Teaching English to speakers of other languages teachers’ views on the relationship between research and practice. European Journal of Teacher Education, 35(2), 229–242. doi:https://doi.org/10.1080/02619768.2011.643398
   Web of Science ®Google Scholar
• Taylor, C.S. (2013). Validity and validation. New York, NY: Oxford University Press.
   Google Scholar
• The Ministry of Education. (2017). The guidebook for the annual evaluation of Iranian school teachers. Tehran, Iran: MOE.
   Google Scholar
• Timmerman, M. E., & Lorenzo-Seva, U. (2011). Dimensionality assessment of ordered polytomous items with parallel analysis. Psychological Methods, 16(2), 209–220. doi:https://doi.org/10.1037/a0023353
   PubMed Web of Science ®Google Scholar
• van de Vijver, F. J. (2016). Test adaptations. In F. T. L. Leong, D. Bartram, F. M. Cheung, K. F. Geisinger, & D. Iliescua (Eds.), The ITC international handbook of testing and assessment (pp. 364–376). New York, NY: Oxford University Press.
   Google Scholar
• Watkins, M. W. (2017). The reliability of multidimensional neuropsychological measures: From alpha to omega. The Clinical Neuropsychologist, 31(6–7), 1113–1126. doi:https://doi.org/10.1080/13854046.2017.1317364
   PubMed Web of Science ®Google Scholar
• Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806–838. doi:https://doi.org/10.1177/0011000006288127
   Web of Science ®Google Scholar
• Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242–259. doi:https://doi.org/10.1177/1362168813505943
   Web of Science ®Google Scholar
• Yuan, R., Sun, P., & Teng, L. (2016). Understanding language teachers’ motivations towards research. TESOL Quarterly, 50(1), 220–234. doi:https://doi.org/10.1002/tesq.279
   Web of Science ®Google Scholar