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Academic Motivation Scales for School Students Test

Take the online Academic Motivation Scales for School Students Test - AI psychologist FreudlyYou can take Academic Motivation Scales for School Students Test here. Online version of a simple and accurate psychological test with interpretation.en
With 32 questions and an estimated completion time of 6 minutes, the Academic Motivation Scales for School Students Test helps students reflect on why they study, including interest, achievement, pressure, and self-development, and see a profile of the motives shaping their academic effort.
Questions: 326 minutes
Academic Motivation Scales for School: sample question card
October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published
29,466 views
3,137 completions
2,450 likes
Daniel HallPsychologist · Test reviewer
2,450 likes
Scale Explorer

How the Scales are Structured

AmotivationA
Amotivation measures the extent to which a student feels uninterested in studying and sees little meaning in academic activities.
example score9/20
9/20Lowexample score
4 – 9Low
10 – 14Moderate
15 – 20High
A score of 9 falls in the Low range, suggesting relatively little lack of interest or meaninglessness toward schoolwork compared with higher scores.
Negative External MotivesNEM
Measures the extent to which studying is driven by pressure to meet expectations and avoid negative consequences rather than personal interest.
example score12/20
12/20Moderate pressure-drivenexample score
4 – 9Low pressure-driven
10 – 14Moderate pressure-driven
15 – 20High 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.
Positive External MotivesPEM
Measures how strongly a student’s learning effort is driven by seeking parents’ approval and respect through achievement.
example score17/20
17/20Highexample score
4 – 9Low
10 – 15Moderate
16 – 20High
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.
Introjected MotivationIM
Measures the extent to which studying is driven by internal pressure such as duty, guilt, or fear of disappointing others.
example score12/20
12/20Moderate internal pressureexample score
4 – 9Low internal pressure
10 – 14Moderate internal pressure
15 – 20High 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.
Self-Esteem MotivationSEM
Measures the extent to which a student is motivated to study in order to bolster self-esteem and personal significance through academic achievement.
example score18/20
18/20Highexample score
4 – 9Low
10 – 15Moderate
16 – 20High
A score of 18 indicates high self-esteem-driven motivation, meaning academic success is a prominent source of self-affirmation for the student.
Self-Development MotivationSDM
Measures how strongly a student is driven to improve skills, achieve mastery, and grow academically.
example score11/20
11/20Moderateexample score
4 – 9Low
10 – 14Moderate
15 – 20High
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.
Achievement MotivationAM
Achievement Motivation measures the student’s drive to excel academically by investing effort and striving for strong results.
example score16/20
16/20Highexample score
4 – 9Low
10 – 15Moderate
16 – 20High
A score of 16 falls in the High range, suggesting a strong focus on achieving excellent academic outcomes and willingness to apply sustained effort.
Cognitive MotivationCM
Cognitive Motivation measures how much a student enjoys learning and seeks new knowledge for its own sake.
example score10/20
10/20Moderateexample score
4 – 9Low
10 – 14Moderate
15 – 20High
A score of 10 falls in the Moderate range, suggesting a noticeable but not strongly pronounced interest in learning and gaining new knowledge.
just completed the test
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.
Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.
Shaded area — where most people score
Dot — the average
You — your score lands on each curve after the test— your score, after the test
AmotivationA
You?
Average15.8
Typical rangeTypical12.8 – 18.8
Possible4 – 20
Negative external motivesNem
You?
Average9.6
Typical rangeTypical6.7 – 12.5
Possible4 – 20
Positive external motivesPem
You?
Average14.2
Typical rangeTypical12 – 16.5
Possible4 – 20
Introjected MotivationIM
You?
Average10.4
Typical rangeTypical8.1 – 12.6
Possible4 – 20
Motivation of self-esteemMos
You?
Average10.2
Typical rangeTypical7.4 – 12.9
Possible4 – 20
Motivation for self-developmentMfs
You?
Average9.8
Typical rangeTypical7 – 12.5
Possible4 – 20
Achievement MotivationAM
You?
Average13.1
Typical rangeTypical11.1 – 15.2
Possible4 – 20
Cognitive MotivationCM
You?
Average9.2
Typical rangeTypical6.6 – 11.7
Possible4 – 20
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SAMPLE QUESTIONS

Example Questions From the Test

Please read each statement carefully. Using the response scale provided, select the answer that best reflects what you think about the reasons for your engagement in the activity. Why are you currently attending classes at school (college)?
    • Does not describe me at all
    • Mostly does not describe me
    • Neither agree nor disagree
    • Mostly describes me
    • Describes me completely
    • Does not describe me at all
    • Mostly does not describe me
    • Neither describes me nor does not describe me
    • Mostly describes me
    • Describes me completely
    • Not at all true
    • Mostly not true
    • Somewhere in between
    • Mostly true
    • Completely true
These are 3 of the 32 real questions — the rest appear in the test. No sign-up needed to start.
WHAT THE TEST MEASURES

Academic Motivation Scales for School Students Test - Description and methodology of the test

self-determination
academic motivation

Students who want to understand what sustains or weakens their effort can use a student motivation assessment to examine the reasons behind studying. The Academic Motivation Scales for School Students Test produces a profile of motives rather than a single judgment. It can help learners reflect on interest, achievement, approval, pressure, self-worth, and growth in their current academic context.

What This Assessment Explores

Motivation varies; the academic motivation test maps motives.

Dimensions follow:

  • Amotivation (4-20) measures indifference: Low 4-9; Moderate 10-14; High 15-20. Negative External Motives (4-20) measures compulsion: Low pressure-driven 4-9; Moderate pressure-driven 10-14; High pressure-driven 15-20.
  • Positive External Motives (4-20) measures approval: Low 4-9; Moderate 10-15; High 16-20. Introjected Motivation (4-20) measures guilt: Low internal pressure 4-9; Moderate internal pressure 10-14; High internal pressure 15-20.
  • Self-Esteem Motivation (4-20) measures self-worth: Low 4-9; Moderate 10-15; High 16-20. Self-Development Motivation (4-20) measures growth: Low 4-9; Moderate 10-14; High 15-20.
  • Achievement Motivation (4-20) measures striving: Low 4-9; Moderate 10-15; High 16-20. Cognitive Motivation (4-20) measures learning: Low 4-9; Moderate 10-14; High 15-20.

Methodology and Evidence Base

Each statement uses a five-point response scale, ranging from no fit or disagreement to complete fit or agreement. The answers are combined into separate scores, with higher values indicating a stronger presence of the motive named by that scale. The displayed bands organize the profile; they are not universal norms.

The closest published reference is Academic Motivation Scale for Schoolchildren (Gordeeva et al., 2017), which matches the distinction between intrinsic interest and externally driven school effort represented here. This online questionnaire is conceptually consistent with that instrument, not presented as its adaptation. Gordeeva, Sychev, and Osin's 2014 questionnaire supplies related measurement context, while Deci and Ryan's self-determination theory explains differences between controlled motives and interest, competence, and growth.

Read the result as a pattern rather than a ranking: strong learning motives can coexist with pressure-driven motives. As a school motivation questionnaire, the profile may shift with current demands, mood, parental expectations, and self-awareness, and it is not diagnostic.

Author: Edward L. Deci, Jacquelynne S. Eccles, Richard M. Ryan
Literature:
  • Gordeeva, T. O., Sychev, O. A., Gizhitsky, V. V., & Gavrichenkova, T. K. (2017). Intrinsic and Extrinsic Academic Motivation Scale for Schoolchildren. Psychological Science and Education, 22(2), 65-74. 10.17759/pse.2017220206
  • Gordeeva, T. O., Sychev, O. A., & Osin, E. N. (2014). Academic Motivation Scales Questionnaire. Psychological Journal, 35(4), 96-107.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.

Updated:

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