Academic Motivation Scale – College Version (AMS-C)
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Scale: 1 = Does not correspond at all, 2 = Corresponds very little, 3 = Corresponds a little, 4 = Corresponds moderately, 5 = Corresponds strongly, 6 = Corresponds very strongly, 7 = Corresponds exactly
About This Report: This report is based on the Academic Motivation Scale (AMS) developed by Vallerand et al. (1992), a validated tool grounded in Self-Determination Theory (Deci & Ryan, 1985). The AMS identifies types of student motivation including intrinsic, extrinsic, and amotivation. Ivy Consulting Group reworded the original items for accessibility, using additional research to support clarity and real-world application. This expanded interpretation was developed by Ivy Consulting Group for personal insight and educational guidance.
You are someone who finds deep satisfaction in learning. You enjoy understanding new concepts, asking questions, and exploring knowledge just for the sake of it. Learning isn't just a requirement for you—it's a personal experience that brings joy and meaning.
This is one of the most powerful and lasting types of motivation. Research shows it’s associated with better academic outcomes, stronger engagement, and personal fulfillment (Ryan & Deci, 2000). You are likely to persist in learning even when it's difficult—because you value the process itself.
If you scored highest in this area, you may thrive in careers that offer intellectual challenge, creativity, and growth. Roles in education, research, psychology, tech, law, and writing often allow for continued learning and exploration (Guay et al., 2008).
To explore careers aligned with this strength:
Your natural curiosity is one of your greatest academic and personal assets. While others may focus solely on grades or outcomes, you find value in the experience of learning itself. This makes you a resilient, independent learner with the potential to thrive in college and beyond. Careers that challenge your mind and let you keep growing will likely bring you the most fulfillment. The journey matters to you—and that mindset opens doors others might miss (Deci & Ryan, 2017).
Disclaimer: This report is designed for educational reflection and motivational insight. It is not intended as psychological diagnosis, academic advising, or career counseling. Students are encouraged to speak with a qualified advisor or mental health professional for personalized support.
About This Report: This report is based on the Academic Motivation Scale (AMS) developed by Vallerand et al. (1992), a widely respected measure grounded in Self-Determination Theory (Deci & Ryan, 1985). Ivy Consulting Group reworded the original items for clarity and accessibility, especially for use with diverse student populations. This expanded interpretation and career alignment guidance were also developed by Ivy Consulting Group to support academic reflection and goal setting.
You are driven by the desire to accomplish, to improve, and to overcome challenges. You don’t just want to finish your tasks—you want to do them well. The process of achieving something hard gives you personal satisfaction and helps build your confidence.
This motivation style gives you resilience. You’re likely someone who sets goals, works hard, and takes pride in completing things—even when they’re tough. According to Self-Determination Theory, this type of intrinsic motivation helps promote persistence, especially in challenging academic or career pathways (Deci & Ryan, 2017).
This type of motivation is linked to high performance in careers where meeting challenges is a daily part of the job. Whether it’s solving problems, leading projects, or reaching milestones, your drive to succeed makes you a valuable asset. You may thrive in professions like business, healthcare, engineering, entrepreneurship, or skilled trades—fields where persistence and personal accomplishment are highly rewarded (Guay et al., 2008).
Your motivation to accomplish is one of your biggest strengths. You find fulfillment in achieving what you set out to do—especially when the path is challenging. This type of motivation fuels both confidence and competence and can be a key predictor of long-term academic and professional success. Keep setting goals that excite you and reflect your values. When you align your effort with purpose, you’re not just working—you’re growing into who you want to become (Deci & Ryan, 2017).
About This Report: This report is based on the Academic Motivation Scale (AMS) developed by Vallerand et al. (1992), grounded in Self-Determination Theory (Deci & Ryan, 1985). Ivy Consulting Group has reworded the original AMS items for clarity and accessibility, particularly for diverse student populations. This interpretation expands on AMS findings with career insights and motivation coaching to support deeper self-awareness and goal alignment.
You are energized by emotionally engaging, exciting, or creative learning experiences. You're not just seeking knowledge—you want to feel something while you learn. Whether it’s curiosity, inspiration, or even joy, you’re most motivated when learning sparks your senses or emotions.
This kind of motivation keeps you connected to the human side of learning. It helps you stay present and curious and makes education feel vibrant rather than routine. You’re likely to be deeply engaged in hands-on projects, group discussions, or topics that connect to your passions (Ryan & Deci, 2000).
This type of motivation often aligns with fields that involve creativity, human connection, performance, or emotional intelligence. You may enjoy careers in communication, performing arts, design, teaching, counseling, social work, or advocacy—areas where your ability to engage emotionally makes you stand out (Guay et al., 2008).
You bring energy and emotion into your learning—and that’s a gift. While others might power through coursework out of duty, you’re fueled by the *experience* of learning. That emotional engagement gives you the power to inspire others and to find purpose in your work. Careers that light you up—intellectually and emotionally—are likely to bring the deepest satisfaction. Don’t be afraid to follow your excitement—it’s often pointing you toward your future (Deci & Ryan, 2017).
About This Report: This interpretation is based on the Academic Motivation Scale (AMS) created by Vallerand et al. (1992), which assesses motivation types according to Self-Determination Theory (Deci & Ryan, 1985). Ivy Consulting Group has reworded the original items for improved clarity and inclusivity. This expanded version adds practical insight and career guidance to help students reflect on their long-term goals and values.
You are motivated by a clear sense of purpose. You may not love every assignment, but you see how your college education supports your long-term goals. You’ve internalized the value of learning, even if it’s not always exciting in the moment. You’re here because you’ve chosen to be—and that’s powerful.
This is one of the most meaningful types of extrinsic motivation. It means you’ve aligned school with your personal values and future goals. Unlike pressure-based motivation, this one comes from a place of self-ownership, and it’s strongly linked to persistence, goal achievement, and psychological well-being (Ryan & Deci, 2000).
People who score high in this area often choose careers that align with their values, identity, and life vision. You’re likely to find meaning in careers that reflect your beliefs—whether that’s helping others, advocating for change, creating something new, or building a better future. This motivation style is often found in education, medicine, nonprofit work, law, psychology, public service, and mission-driven entrepreneurship (Guay et al., 2008).
Your motivation reflects maturity, focus, and intention. You may not always enjoy the work, but you know why you’re doing it—and that keeps you moving. This kind of motivation is one of the most reliable predictors of long-term success because it's based on choice and meaning. Keep refining your goals and revisiting your values. When your actions and your future are aligned, your motivation becomes unstoppable (Deci & Ryan, 2017).
About This Report: This report is based on the Academic Motivation Scale (AMS) created by Vallerand et al. (1992), a research-backed tool built on Self-Determination Theory (Deci & Ryan, 1985). The original AMS items were reworded for clarity and relatability by Ivy Consulting Group. This expanded report adds guidance to help students reflect on how internal pressures—like guilt or pride—affect their motivation and career choices.
You’re motivated by a desire to meet internal expectations or prove your worth—often through achievement. You might push yourself hard because you don’t want to let yourself or others down. This form of motivation can come from pride in success or discomfort when you fall short of your own high standards.
You have drive—and lots of it. People with this motivation style are often hard-working, responsible, and goal-oriented. You care deeply about doing well, which can lead to success in both school and career. However, this motivation can also bring pressure or stress, especially if your self-worth feels tied to achievement (Ryan & Deci, 2000).
This motivation style is common among high achievers and perfectionists. You may excel in structured, results-driven environments—like business, law, medicine, finance, or competitive academics. However, it's important to choose a career that offers personal fulfillment, not just external validation. Otherwise, burnout can follow even the most successful paths (Guay et al., 2008).
Your drive to succeed can take you far—but remember, you don’t have to prove your worth. You already have value, regardless of your grades or achievements. When you channel your motivation into growth rather than guilt, you create space for confidence, clarity, and well-being. Careers that allow you to grow, reflect, and help others may be especially rewarding for you. Learning to be proud of who you are—not just what you do—is part of the journey (Deci & Ryan, 2017).
About This Report: This report is based on the Academic Motivation Scale (AMS), developed by Vallerand et al. (1992) and rooted in Self-Determination Theory (Deci & Ryan, 1985). Ivy Consulting Group reworded the original AMS items to improve clarity, cultural relevance, and student accessibility. This expanded version includes career-related insights and motivational guidance tailored to students who are driven by external goals and expectations.
You’re motivated by outcomes like good grades, job prospects, money, or meeting expectations from others. You may not always enjoy the process of learning—but you recognize that college is a path to rewards and success. You're driven to “get things done” because of what’s at stake.
This kind of motivation is realistic and practical. You know that hard work can lead to opportunity, and you're focused on achieving tangible goals. While this motivation can sometimes feel pressure-filled, it can also keep you disciplined and focused—especially when you're clear about the reward (Ryan & Deci, 2000).
This type of motivation often leads to success in structured, performance-oriented environments. You might do well in fields that offer clear benchmarks and external rewards—such as finance, business, healthcare, law enforcement, tech, or trades. The key is to choose a path where the external rewards match your lifestyle and long-term goals (Guay et al., 2008).
You have a goal-focused mindset and understand how education can lead to real-world rewards. While your motivation may be based on external results, that doesn't make it less valuable—it shows you're pragmatic and strategic. Over time, consider blending this motivation with more internal goals, such as personal growth or passion. When your hard work aligns with both external success and internal fulfillment, you’ll experience not just achievement—but purpose (Deci & Ryan, 2017).
About This Report: This report is based on the Academic Motivation Scale (AMS) developed by Vallerand et al. (1992), grounded in Self-Determination Theory (Deci & Ryan, 1985). The original AMS questions were reworded by Ivy Consulting Group to improve clarity and relatability for diverse student populations. This expanded report is designed to help students explore disconnection from academic motivation with empathy, insight, and hope for growth.
If you scored highest in amotivation, it likely means you're feeling unsure about why you're in school right now. You may feel disconnected, discouraged, or uncertain about what this journey is really for. It doesn't mean you're lazy or incapable—it means you're in a season where you're searching for meaning, direction, or energy. That happens to many students, and it’s something you can absolutely move through.
Even in this space of uncertainty, you’ve taken a step by reflecting. That self-awareness takes courage. You might not feel motivated yet—but you’re not stuck. Amotivation is often a signal that something important is missing: clarity, connection, confidence, or support. Once you begin to explore and address those areas, motivation can return—and often, come back stronger (Ryan & Deci, 2000).
Amotivation is often a signal that you're not yet aligned with your purpose—not that you don't have one. Many people discover their future path by first feeling lost. This may be the start of a turning point, where you begin exploring what really matters to you. With guidance and reflection, students often shift from amotivation to purpose-driven goals that bring clarity and career direction (Guay et al., 2008).
To take the next step in exploring your future:
If you're feeling lost, it doesn't mean you're behind—it means you're in process. Many successful students and professionals began where you are now: unsure, overwhelmed, or disengaged. What matters is what you do next. Take small steps. Ask honest questions. Seek out support. As you explore your values, passions, and future goals, you’ll find your motivation again—maybe in ways that surprise you. You’re not broken—you’re becoming (Deci & Ryan, 2017).
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