Psychometric Evaluation of the Academic Intrinsic Motivation Scale in Elementary Education

Background : Academic intrinsic motivation (AIM) plays a vital role in students' educational outcomes, yet existing measurement tools lack comprehensive validation for elementary education settings. This study aimed to evaluate the psychometric properties of the Academic Intrinsic Motivation Scale (AIMS) within the context of Egyptian elementary education. Methods : The study involved 322 fifth and sixth-grade students (117 males, 205 females) aged 10-12 years from two Egyptian elementary schools. Following expert review by eleven specialists, a 29-item preliminary scale was administered. Factor analyses were conducted using SPSS and AMOS software to examine the scale's structure, reliability, and validity. Internal consistency was assessed using Cronbach's alpha and McDonald's omega coefficients. Results : Factor analyses revealed a robust three-factor structure comprising Enjoyment and Positive Affect, Mastery and Control, and Curiosity and Exploration. The final 21-item scale demonstrated excellent model fit indices (χ²/df = 1.628, RMSEA = .044, CFI = .959) and strong internal consistency for both the overall scale (α = .897) and subscales (α = .833-.870). Confirmatory factor analysis supported a hierarchical model with three first-order factors loading onto a second-order general motivation factor. The scale showed strong composite reliability (CR = .793) and significant inter-factor correlations while maintaining distinct construct identities. Conclusions : The findings support the AIMS as a reliable and valid instrument for measuring academic intrinsic motivation in elementary education settings. The scale's strong psychometric properties and culturally validated structure make it particularly valuable for educational practitioners and researchers working with elementary school students. This contribution addresses a significant gap in motivation assessment tools for young learners and provides a foundation for future research on academic motivation development in diverse educational contexts.