Validation of the Philippine version of the relationship and motivation scales (REMO-P)

The current study concerns the validation of a Philippine version of the Relationships and Motivation Scales (REMO) (Raufelder, Drury, Jagenow, Hoferichter, & Bukowski, 2013) – the REMO-P. The REMO scales measure perceptions of peers (P-REMO) and teachers (T-REMO) as source of scholastic motivation. A total of 1014 students aged 13-16 years (Mage =13.85, SD= 0.77; 52.8% girls) from secondary schools in the Philippines participated in this study. To explore the underlying factor structure of the REMO items a twostage approach was used with structural equation modeling: (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA). In accordance with the original REMO scales, factor analyses supported a three-factor solution for the Peer-REMO-P scale and a two-factor solution for the Teacher-REMO-P scale with acceptable internal consistency for the 31 items: (1a) Peers as Positive Motivators (PPM), (2a) Peers as Negative Motivators (PNM), (3a) Individual Learning Behavior (ILB), and (1b) Teachers as Positive Motivators (TPM), (2b) Teachers as Negative Motivators (TNM). Overall, factorial, construct and criterion validity of the Philippine version were sufficient. Students’ scores on the REMO-P were significantly associated with different school-related constructs. Results indicate that REMO-P is a robust measure for use in research on achievement and motivation in Philippine schools.