The questionnaire included 12 items encompassing four 3-item motivation subscales (i.e. intrinsic motivation, identified regulation, introjected regulation and external regulation) answered on a 5-point likert scale ranging from 'not like me at all' to 'really like me'.
The questionnaire includes a 23-item motivation instrument based on the Kenyan health context, modified for Vietnamese language and culture.
The 10-item motivation index was also able to identify statistically significant differences in mean health worker motivation scores between the study hospitals (p < 0.001).
We used multiple-group graded response models (Muthén and Asparouhov 2002; Samejima 1969) to test MI of the four-item motivation-to-learn scale.
A questionnaire consisting of items on motivation, anxiety, intended effort, and English language proficiency items plus items addressing biographical information, such as age and gender, was created.
Items assessing motivation to live in the current local area use response options ranging from not at all important to very important.
The validity was examined by Nieuwhof within the framework of prototypicality approach, i.e. validation was done by asking peers or expert judges (potential applicants and parents) to assess the prototypicality of the constructed items for motivation.
Two items assessed motivation by the campaign, 'The message on the poster encouraged me to use the stairs' and 'I found the poster in the lobby encouraged me to use the stairs' (Cronbach's α = 0.86).
