LAUSR

Internalization is an important component of motivation and self-determination. In most of the previous studies of internalization, researchers have focused on the theoretical framework of internalization continuum, but they have not yet empirically evaluated the stages of internalization as a continuum. This article presents a new Internalization of Learning Motivation (ILM) Scale based on multiple motivational forces. The scale was administered to 1337 Chinese college students. Confirmatory Factor Analysis was used to test the reliability and dimensionality of the scale. Instead of four dimensions according to the self-determination theory, five dimensions were identified: lack of internalization (INL), partial ego internalization (INPE), partial guilt internalization (INPG), identified internalization (INID), and integrated internalization (ININ). The reliability omega was .841 for INL, .895 for INPE, .864 for INPG .874 for INID, and .913 for ININ. Modern measurement theory analysis was applied to empirically examine the degree to which the five dimensions could be represented on a single linear continuum. The results indicated that ILM items worked together to form a continuum that represents internalization. The ILM Scale can distinguish between participants with different levels of internalization and provide a deeper understanding of how specific motivation forces facilitate internalization of learning motivation. Educators and researchers can use this scale to identify students’ level of internalization in order to inform appropriate interventions.