Abstract
Motives, expectancies and value-interests related to learning: the MEVA questionnaire. This paper present the development and validation studies of a new questionnaire aimed at filling the gap of assessment instruments of variables related to learning motivation that take into account recent theoretical developments. The questionnaire has three parts —goals, value-interests and expectancies. It was administered to a sample of 1860 students from secondary and high school. In order to determine its psychometric properties, internal consistency, convergent and discriminant validity, predictive validity and cross-validity were studied. The results show a picture of twelve specific motives, eleven of them organized around the three classic motivational orientations —learning, outcome and avoidance—, and their relationships to interests, expectancies, volition and academic grades. They show also specific goals that play an important role in academic motivation whose motivational implications had not been previously studied. Predictive validity is good —R: .496— as well as the stability of regression coefficients. Theoretical and practical implications are discussed.
