Factor Structure and Longitudinal Measurement Invariance of the Achievement Goal Questionnaire with a Korean Adolescent Sample

Autor/inn/en	Yi, Soohyun; Pereira, Nielsen; Ahn, Inok; Lee, Soonmook
Titel	Factor Structure and Longitudinal Measurement Invariance of the Achievement Goal Questionnaire with a Korean Adolescent Sample
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 4, S.514-532 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yi, Soohyun) ORCID (Pereira, Nielsen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211065529
Schlagwörter	Factor Structure; Secondary School Students; Longitudinal Studies; Goal Orientation; Academic Achievement; Foreign Countries; Error of Measurement; Questionnaires; Correlation; Student Attitudes; Grade 8; Grade 9; Grade 10; Grade 11; Comparative Analysis; South Korea + Suchen Sie Ihr Suchwort? Faktorenstruktur; Sekundarschüler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zielorientierung; Zielvorstellung; Schulleistung; Ausland; Messfehler; Fragebogen; Korrelation; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Korea; Republik
Abstract	For decades, achievement goal theory has been extensively used, but empirical research still requires a clearer understanding of the underlying factors conceptualized and measured during secondary school periods. In light of the increasing use of longitudinal studies in motivation research, this study aims to investigate the longitudinal measurement invariance of the Achievement Goal Questionnaire (AGQ) with the longitudinal panel data of 5071 adolescents. Findings support the consistent use of the 2×2 model across eighth to eleventh grades, although inter-factor correlations were inflated at eleventh grade. Partial strict longitudinal measurement invariance was supported for testing equivalence between the tenth and eleventh grades. Regarding the relations to other variables, the four individual factors of achievement goals have distinct properties in relation to other variables as theoretically hypothesized; and the patterns of the relationship were stable from eighth to eleventh grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01