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Academic Motivation Scales for School Students Test

In 6 minutes, learn what truly drives a high school or college student to study. Get clear, actionable insights to guide supportive conversations and tailor motivation strategies fast.
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Questions: 326 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
22085 views
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Scale Explorer
How the Scales are Structured
example score
9/20
Amotivation (A)
Amotivation measures the extent to which a student feels uninterested in studying and sees little meaning in academic activities.
Low
Moderate
High
4 – 9: Low | 10 – 14: Moderate | 15 – 20: High
A score of 9 falls in the Low range, suggesting relatively little lack of interest or meaninglessness toward schoolwork compared with higher scores.
example score
12/20
Negative External Motives (NEM)
Measures the extent to which studying is driven by pressure to meet expectations and avoid negative consequences rather than personal interest.
Low pressure-driven
Moderate pressure-driven
High pressure-driven
4 – 9: Low pressure-driven | 10 – 14: Moderate pressure-driven | 15 – 20: High pressure-driven
A score of 12 falls in the Moderate pressure-driven range, suggesting external expectations and avoidance of problems play a noticeable role in motivation alongside other factors.
example score
17/20
Positive External Motives (PEM)
Measures how strongly a student’s learning effort is driven by seeking parents’ approval and respect through achievement.
Low
Moderate
High
4 – 9: Low | 10 – 15: Moderate | 16 – 20: High
A score of 17 falls in the High range, suggesting the student is strongly motivated by positive external support and parental approval tied to academic success.
example score
12/20
Introjected Motivation (IM)
Measures the extent to which studying is driven by internal pressure such as duty, guilt, or fear of disappointing others.
Low internal pressure
Moderate internal pressure
High internal pressure
4 – 9: Low internal pressure | 10 – 14: Moderate internal pressure | 15 – 20: High internal pressure
A score of 12 indicates a moderate level of introjected motivation, suggesting studying is partly fueled by self-imposed expectations or guilt rather than purely interest or external rewards.
example score
18/20
Self-Esteem Motivation (SM)
Measures the extent to which a student is motivated to study in order to bolster self-esteem and personal significance through academic achievement.
Low
Moderate
High
4 – 9: Low | 10 – 15: Moderate | 16 – 20: High
A score of 18 indicates high self-esteem-driven motivation, meaning academic success is a prominent source of self-affirmation for the student.
example score
11/20
Self-Development Motivation (SM)
Measures how strongly a student is driven to improve skills, achieve mastery, and grow academically.
Low
Moderate
High
4 – 9: Low | 10 – 14: Moderate | 15 – 20: High
A score of 11 falls in the Moderate range, suggesting a balanced interest in building competence and improving through learning, though it may not be a dominant driver in all situations.
example score
16/20
Achievement Motivation (AM)
Achievement Motivation measures the student’s drive to excel academically by investing effort and striving for strong results.
Low
Moderate
High
4 – 9: Low | 10 – 15: Moderate | 16 – 20: High
A score of 16 falls in the High range, suggesting a strong focus on achieving excellent academic outcomes and willingness to apply sustained effort.
example score
10/20
Cognitive Motivation (CM)
Cognitive Motivation measures how much a student enjoys learning and seeks new knowledge for its own sake.
Low
Moderate
High
4 – 9: Low | 10 – 14: Moderate | 15 – 20: High
A score of 10 falls in the Moderate range, suggesting a noticeable but not strongly pronounced interest in learning and gaining new knowledge.
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DATA-BASED USER COHORTS
Who Usually Takes This Test?
Students feeling unmotivated
41%OF USERS
High school or college students take it to understand why studying feels hard and what could help them re-engage.
Students aiming higher
34%OF USERS
Motivated learners use it to pinpoint what drives their effort and how to sustain it through exams, grades, and long-term goals.
Students in counseling support
25%OF USERS
Students referred by a teacher, counselor, or school psychologist take it to guide a practical plan for improving study habits and motivation.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
RESULTS YOU CAN ACTUALLY USE
What You’ll See After You Finish the Test
Scale Results
— Explained Clearly
Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.
AI-Powered
Interpretation
A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.
Statistical
Comparison
See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.
Practical
Recommendations
Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.
AI-Detected
Insights
Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.
Discuss with
an AI Psychologist
Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.
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Used in 52+ countries
Benchmarking
See How You Compare
Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.
Amotivation (A)
Average
15.8
Normal range
12.8 — 18.8
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Negative external motives (Nem)
Average
9.6
Normal range
6.7 — 12.5
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Positive external motives (Pem)
Average
14.2
Normal range
12 — 16.5
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Introjected Motivation (IM)
Average
10.4
Normal range
8.1 — 12.6
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Motivation of self-esteem (Mos)
Average
10.2
Normal range
7.4 — 12.9
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Motivation for self-development (Mfs)
Average
9.8
Normal range
7 — 12.5
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Achievement Motivation (AM)
Average
13.1
Normal range
11.1 — 15.2
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
Cognitive Motivation (CM)
Average
9.2
Normal range
6.6 — 11.7
min.
4
max.
20
majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.
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CLEAR ANSWERS TO COMMON QUESTIONS
Frequently Asked Questions

Any questions left?

What does this questionnaire measure?
It measures different types of academic motivation, including intrinsic and extrinsic sources. Results indicate which motives most strongly support study behavior.
Who is this questionnaire intended for?
It is intended for high school and college students who can read and respond to brief statements. It is suitable for individual or group administration.
How long does it take and how many items are included?
It includes 32 items and typically takes about 6 minutes to complete. A shorter version may be used when a brief screening is needed.
How should responses be completed?
Each statement should be rated based on how well it matches typical reasons for studying. Responses should reflect usual patterns rather than a single day or recent event.
How are results used?
Scores are reported by scale to show relative strengths of different motives. Results can inform planning for instructional supports, counseling goals, or motivation-focused interventions.
WHAT THE TEST MEASURES
About This Assessment
Academic Motivation Scales for School Students, AMS-S Test

Academic Motivation Scales for School Students Test

self-determinationacademic motivation

This self-report measure is designed to clarify the motivational factors that influence students’ engagement in academic work. Academic Motivation Scales for School Students provides a structured way to examine patterns of academic motivation in secondary school populations.

Grounded in contemporary motivational theory (Deci, Ryan, and Eccles), the instrument assesses multiple forms of motivation relevant to learning in school contexts, including internally and externally regulated reasons for studying. It includes 32 items and typically requires about 6 minutes to complete.

Scores from Academic Motivation Scales for School Students can help clinicians and school-based professionals identify predominant motivational drivers, support case conceptualization, and guide collaborative goal-setting with students and caregivers. Results are generally interpreted in conjunction with academic history, behavioral observations, and other assessment data rather than used as a standalone indicator.

Author: Edward L. Deci, Jacquelynne S. Eccles, Richard M. Ryan
Literature: Ryan, R. M., & Deci, E. L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000.; Eccles, J. S., & Wigfield, A. Motivational beliefs, values, and goals. Annual Review of Psychology. 2002.
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