Student motivation and engagement : cross-cultural validation of multidimensional and hierarchical models for young children

![CDATA[This study examines the multidimensional and hierarchical structure of primary students’ motivation and engagement measured by the Motivation and Engagement Scale (MES). The instrument consists of 11 scales with 44 survey items. The scales with 4 items each are: self-efficacy, valuing, mastery, planning, study, persistence, anxiety, failure, uncertain, self-handicapping, and disengagement. Participants were Indigenous (n = 185) and non-Indigenous (n = 518) Australian students in primary schools (5th to 6th grades) in Sydney. Confirmatory factor analyses supported a multidimensional student motivation and engagement structure. The 11 first-order factors were able to define 4 second-order factors: adaptive cognition, adaptive behavior, maladaptive cognition, and maladaptive behavior dimensions that were consistent with the conceptual model. The factor structure was invariant across the Indigenous and non-Indigenous groups. The findings provide a strong theoretical structure and measuring tool for further school motivation research especially with samples whose motivation and engagement in academic work have not been thoroughly understood.]]