The authors examine the factor structure of the Academic Motivation Scale (
AMS; R. J. Vallerand, L. G. Pelletier, M R. Blais, N. M. Briere, C. Senecal
, & E. F Vallieres, 1992) with a United States student population. There wa
s some support for a 7-factor structure. Evidence of construct validity, ex
amining the relationship with academic self-concept and academic achievemen
t is mired. Ethnic and gender differences in motivation are discussed.