Factorial Structure and Psychometric Properties of the Farsi Version of the Academic Interest Scale for Adolescents

Document Type : Research Paper

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Abstract

In recent years, educational researchers have increasingly emphasized the role of non-cognitive factors in explaining students’ academic behavior, with motivational constructs—such as interest—receiving particular attention. This study aimed to examine the factorial structure and psychometric properties of the Farsi version of the Academic Interest Scale for Adolescents (AISA) in the domains of mathematics and Farsi language. Utilizing a descriptive survey design, two separate studies were conducted. In the first, 350 adolescent girls completed the AISA for mathematics (Luo, Dang, & Xu, 2019) along with the Brief Regulation of Motivation Scale (Kim, Brady, & Wolters, 2018). In the second, 350 adolescent boys completed the AISA for Farsi and the Motivational Persistence Scale (Constantin, Holman, & Hojbota, 2012). Confirmatory factor analysis supported a four-factor structure—emotion, value, knowledge, and engagement—demonstrating solid factorial validity. Furthermore, the observed correlations between AISA subscales and external measures of motivational regulation and persistence confirmed the criterion validity of the Farsi version. Overall, the findings affirm the theoretical underpinnings of the four-phase model of interest development and suggest that the Farsi version of the AISA is a valid and multidimensional instrument for assessing academic interest among Iranian adolescents across different subject areas.

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References

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History

  • Receive Date: 13 August 2023
  • Revise Date: 06 November 2023
  • Accept Date: 20 November 2023
  • First Publish Date: 10 September 2024
  • Publish Date: 22 September 2024

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