Cultural Adaptation and Psychometric Validation of the Achievement Motivation Measure Among Iranian Students Engaged in Blended Learning: A Cross-Sectional Study

چکیده مقاله

Background: Achievement motivation is a key psychological construct influencing adolescents’ academic engagement, perseverance, and performance, particularly in blended learning environments that require greater self-regulation and goal-oriented behavior. This study aimed to culturally adapt and evaluate the psychometric properties of the Persian version of the Achievement Motivation Measure for Arab Postgraduate Students (AMMA) among upper-secondary students in Bojnord, Iran.
Methods: This cross-sectional study was conducted from September 2024 to July 2025 among 1,231 upper-secondary students selected via two-stage cluster random sampling from a population of 9,721. Twelve schools (six boys’ and six girls’) were randomly chosen, followed by the selection of 72 classes within these schools. All participants had prior blended learning experience. The AMMA was translated and culturally adapted using the World Health Organization (WHO) forward–backward procedure. Face and content validity were assessed by ten experts using the Content Validity Ratio (CVR) and Content Validity Index (CVI). Construct validity was examined using Exploratory Factor Analysis (EFA( (n=479) and Confirmatory Factor Analysis (CFA) (n=373). Concurrent validity was assessed against the Mathematics Motivation Questionnaire (n=190). Reliability was evaluated using Cronbach’s alpha, split-half reliability, and test–retest reliability (n=189).
Results: The Persian version of AMMA demonstrated strong content validity (CVR=0.80–1.00; S-CVI/Ave= 0.89). EFA identified four factors—Perseverance, Ambition, Goal Setting, and Resilience—explaining 61.58% of total variance (KMO=0.904); Bartlett’s test of sphericity, (p<0.001). CFA confirmed excellent model fit (χ²/df=1.48, RMSEA=0.034, SRMR=0.030, CFI=0.99, TLI=0.99, IFI=0.99). Concurrent validity was supported by a strong positive correlation with mathematics motivation (r=0.79, p <0.001). Reliability was high, with an overall Cronbach’s alpha of 0.90, subscale alphas ranging from 0.72 to 0.92, a split-half coefficient of 0.716, and an Intraclass Correlation Coefficient of 0.92.
Conclusion: The Persian version of AMMA is a valid, reliable, and culturally appropriate instrument for assessing achievement motivation among Iranian secondary school students and can support educational research, counseling, and motivation-enhancement programs.