Measuring motivation to learn in English as a foreign language: LLOS-IEA Validation. Sex and age differences in motivational regulations

Abstract

The object of this research was to translate into Spanish and adapt to a CLIL context the Language Learning Orientation Scale-Intrinsic Motivation, Extrinsic Motivation and Amotivation Subscales (LLOS-IEA) analysing its psychometric properties. The LLOS-IEA adaptation was administered to a total of 3355 students from Andalusia aged from 11 to 17 years. After the translation and adaptation processes, item and internal structure analyses were conducted comparing the 5 and 7-factor models. This led to a CFA and to reliability and validity analyses, which concluded that the 5-factor performed the best fit. Other analyses have shown this instrument to be sex-invariant and to have convergent validity. A multi-level model analysis was also conducted in order to study the construct validity concluding with similar results from similar studies.