Abstract
Valid measures of student motivation can inform the design of learning environments to engage students and maximize learning gains. This study validates a measure of student motivation, the Reduced Instructional Materials Motivation Survey (RIMMS), with a sample of Chinese middle school students using an adaptive learning system in math. Participants were 429 students from 21 provinces in China. Their ages ranged from 14 to 17 years old, and most were in 9th grade. A confirmatory factor analysis (CFA) validated the RIMMS in this context by demonstrating that RIMMS responses retained the intended four-factor structure: attention, relevance, confidence, and satisfaction. To illustrate the utility of measuring student motivation, this study identifies factors of motivation that are strongest for specific student subgroups. Students who expected to attend elite high schools rated the adaptive learning system higher on all four RIMMS motivation factors compared to students who did not expect to attend elite high schools. Lower parental education levels were associated with higher ratings on three RIMMS factors. This study contributes to the field's understanding of student motivation in adaptive learning settings.