This article presents the process of constructing and validating the Inventory of Teachers' Motivational Self-effectiveness (iam-d), which considers, by means of a set of scales, the theoretical difficulties that arise from the multiple ways that teachers understand school motivation. The iam-d was validated in a sample of Chilean teachers and students (n=773). The results show psychometric characteristics that make the iam-d an instrument that allows valid, reliable evaluation of various facets of the feeling of competence as a motivating agent in the classroom. Thus it indirectly permits exploring teachers' representations of school motivation.
|Number of pages||20|
|Journal||Revista Mexicana de Investigacion Educativa|
|State||Published - 1 Jul 2015|