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Academic Motivation Orientation Assessment

Academic Motivation Orientation Assessment Test

Understand what drives a student’s learning in just 4 minutes. With 20 quick items, it helps tailor support to build lasting motivation and reduce burnout.

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Questions: 204 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

October 2, 2025
Material has been published

10593 views

977 completions

799 likes

Scale Explorer

How the Scales are Structured

example score

10/20

Intrinsic Motivation (IM)

Measures how strongly a student’s learning is driven by genuine interest in the material and a desire for self-development.

Low

Moderate

High

0 – 5: Low | 6 – 14: Moderate | 15 – 20: High

A score of 10 indicates a moderate level of intrinsic motivation, suggesting internal interest supports learning at times but may not consistently be the primary driver.

example score

6/20

Motivational Orientation (MO)

Assesses whether a student’s academic motivation is driven more by intrinsic interest and mastery or by external rewards and pressures.

More extrinsic

More intrinsic

0 – 10: More extrinsic | 11 – 20: More intrinsic

A score of 6 suggests the student’s study motivation is currently influenced more by external factors (e.g., grades, approval) than by intrinsic interest in learning.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Students 12+ self-checking

44%OF USERS

Middle and high school students take it to understand whether they study out of interest, for grades, or to prove themselves.

Teachers adjusting instruction

33%OF USERS

Teachers use it to see what motivates a class or individual students and adapt tasks, feedback, and support accordingly.

School psychologists and counselors

23%OF USERS

Psychologists and counselors use it to identify motivational risks like burnout and plan targeted learning and wellbeing interventions.

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.

Intrinsic Motivation Scale (IMS)

Average

11.5

Normal range

7.8 — 15.1

min.

max.

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.

Motivational Orientation (MO)

Average

7.6

Normal range

4.4 — 10.8

min.

max.

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 assessment measure?

It measures the main orientation of academic motivation during study. It distinguishes motivation driven by interest in learning, performance goals, or external outcomes such as grades.

Who is the assessment intended for?

It is intended for students who can reflect on their own thoughts and feelings about learning. It is typically appropriate from about age 12 and older.

How long does it take and how many items are included?

Completion time is about 4 minutes. The assessment includes 20 questions.

How should items be answered?

Select the response that best matches typical behavior and preferences while studying. Use first impressions and answer all items without overthinking.

How are results used?

Results support educational planning by identifying which conditions are most likely to sustain motivation. They can guide adjustments to instruction and feedback to reduce reliance on external incentives.

WHAT THE TEST MEASURES

About This Assessment

Academic Motivation Orientation Assessment Test

academic motivation

This measure evaluates students’ orientation toward academic motivation and the reasons that may guide engagement with learning tasks. The Academic Motivation Orientation Assessment is intended to characterize whether a student’s approach to studying is more interest-driven, performance-focused, or oriented toward external outcomes. Developed by Edward L. Deci and Richard M. Ryan.

The instrument consists of 20 items and typically takes about 4 minutes to complete. Responses are used to support hypothesis generation about motivational style and to inform educational or counseling discussions; results should be interpreted in context with other clinical and educational information. The Academic Motivation Orientation Assessment may be appropriate for adolescents and older respondents who can reflect on their thoughts and motivations.

Author: Edward L. Deci, Richard M. Ryan

Literature: Pintrich, P. R., & De Groot, E. V. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 1990.

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