Very JuliantoBambang SumintonoNandia Putri Zuhdi AlmakhiHana AvetazainThifal Maida WilhelminaDestina Amelia Wati2024-12-272024-12-272024-12-172024-12-171936-4733https://doi.org/10.1007/s12144-024-07142-7https://hdl.handle.net/20.500.14576/370In an academic context, it is important to measure students’ academic motivation, which is closely related to learning improvement. One popular and widely used instrument to measure academic motivation is the 28-items Academic Motivation Scale (AMS) from Vallerand et al. (1989). This study aimed to evaluate the psychometric properties of the Indonesian version of AMS using the Rasch model measurement approach. A total of 1,193 Indonesian secondary school students participated in the study, and their self-reports were used to check instrument quality, including reliability, validity at the instrument level as well as at the item level. The findings showed that AMS Indonesia has adequate psychometric properties. However, four unfavorable items in one construct detected that they came from other dimensions, the rating scale used needs to be shortened, and a few items need to be revised because they have different item functioning. Further testing and refinement of the scale should be conducted.enAcademic motivationAcademic Motivation Scale (AMS)Vocational studentRasch modelIndonesiaArticle