Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors

Shu Ling Peng, Biing Lin Cherng, Yen Ying Lin, Chih Wei Kuo

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this study, based on the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a four-dimensional classroom goal structure model (4CGS model) containing mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal structures was proposed and tested using the data of 941 7th-grade Taiwanese students. The results of exploratory factor analysis, confirmatory factor analysis and a discriminant validity test supported the independence of the four CGS constructs and revealed that the 4CGS model provided a far better fit than the other alternative models. Latent variable regression analysis disclosed differential associations between the 4CGS model and several important consequences (i.e., personal achievement goals, approach behaviors, and avoidance behaviors). Taken together, this study showed that CGS could indeed be divided into four distinct constructs that had differential predictive effects on these consequences.

Original languageEnglish
Pages (from-to)228-238
Number of pages11
JournalLearning and Individual Differences
Volume61
DOIs
Publication statusPublished - 2018 Jan

Fingerprint

avoidance behavior
Avoidance Learning
Students
classroom
Statistical Factor Analysis
student
Choice Behavior
factor analysis
Regression Analysis
performance
regression analysis

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

@article{04b0907618614989a336c911ab5c9e4f,
title = "Four-dimensional classroom goal structure model: Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors",
abstract = "In this study, based on the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a four-dimensional classroom goal structure model (4CGS model) containing mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal structures was proposed and tested using the data of 941 7th-grade Taiwanese students. The results of exploratory factor analysis, confirmatory factor analysis and a discriminant validity test supported the independence of the four CGS constructs and revealed that the 4CGS model provided a far better fit than the other alternative models. Latent variable regression analysis disclosed differential associations between the 4CGS model and several important consequences (i.e., personal achievement goals, approach behaviors, and avoidance behaviors). Taken together, this study showed that CGS could indeed be divided into four distinct constructs that had differential predictive effects on these consequences.",
author = "Peng, {Shu Ling} and Cherng, {Biing Lin} and Lin, {Yen Ying} and Kuo, {Chih Wei}",
year = "2018",
month = "1",
doi = "10.1016/j.lindif.2017.12.004",
language = "English",
volume = "61",
pages = "228--238",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Four-dimensional classroom goal structure model

T2 - Validation and investigation of its effect on students' adoption of personal achievement goals and approach/avoidance behaviors

AU - Peng, Shu Ling

AU - Cherng, Biing Lin

AU - Lin, Yen Ying

AU - Kuo, Chih Wei

PY - 2018/1

Y1 - 2018/1

N2 - In this study, based on the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a four-dimensional classroom goal structure model (4CGS model) containing mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal structures was proposed and tested using the data of 941 7th-grade Taiwanese students. The results of exploratory factor analysis, confirmatory factor analysis and a discriminant validity test supported the independence of the four CGS constructs and revealed that the 4CGS model provided a far better fit than the other alternative models. Latent variable regression analysis disclosed differential associations between the 4CGS model and several important consequences (i.e., personal achievement goals, approach behaviors, and avoidance behaviors). Taken together, this study showed that CGS could indeed be divided into four distinct constructs that had differential predictive effects on these consequences.

AB - In this study, based on the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a four-dimensional classroom goal structure model (4CGS model) containing mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal structures was proposed and tested using the data of 941 7th-grade Taiwanese students. The results of exploratory factor analysis, confirmatory factor analysis and a discriminant validity test supported the independence of the four CGS constructs and revealed that the 4CGS model provided a far better fit than the other alternative models. Latent variable regression analysis disclosed differential associations between the 4CGS model and several important consequences (i.e., personal achievement goals, approach behaviors, and avoidance behaviors). Taken together, this study showed that CGS could indeed be divided into four distinct constructs that had differential predictive effects on these consequences.

UR - http://www.scopus.com/inward/record.url?scp=85038823129&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85038823129&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2017.12.004

DO - 10.1016/j.lindif.2017.12.004

M3 - Article

AN - SCOPUS:85038823129

VL - 61

SP - 228

EP - 238

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -