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

研究成果: Article同行評審

16 引文 斯高帕斯(Scopus)

摘要

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.

原文English
頁(從 - 到)228-238
頁數11
期刊Learning and Individual Differences
61
DOIs
出版狀態Published - 2018 1月

All Science Journal Classification (ASJC) codes

  • 社會心理學
  • 教育
  • 發展與教育心理學

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