Development and Validation of the Contextual Achievement Motivation Scale

Autor/inn/en	Smith, Robert L.; Karaman, Mehmet A.
Titel	Development and Validation of the Contextual Achievement Motivation Scale
Quelle	In: International Journal of Psychology and Educational Studies, 6 (2019) 3, S.16-26 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Achievement Need; Measures (Individuals); Test Construction; Test Validity; Undergraduate Students; Gender Differences; Test Bias; Test Reliability; College Freshmen; Texas; Thematic Apperception Test + Suchen Sie Ihr Suchwort? Messdaten; Testaufbau; Testvalidität; Geschlechterkonflikt; Testkritik; Testreliabilität; Studienanfänger
Abstract	This study investigated the factorial validity of the Contextual Achievement Motivation Scale, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, ?[superscript 2](182)= 348.10, p< 0.001; ?[superscript 2]/df = 1.91, Tucker-Lewis index (TLI)= 0.92, comparison fit index (CFI)= 0.93, root mean square error of approximation (RMSEA) [0.058, 0.080]= 0.069, and standardized root-mean square residual (SRMR)= 0.063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro-level, draws attention to the importance of work; and one's performance within family, school and community settings. (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: http://www.ijpes.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01