Persistence of Performance-Approach Individuals in Achievement Situations: An Application of the Rasch Model

Autor/in	Sideridis, Georgios D.
Titel	Persistence of Performance-Approach Individuals in Achievement Situations: An Application of the Rasch Model
Quelle	In: Educational Psychology, 27 (2007) 6, S.753-770 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410701309290
Schlagwörter	Persistence; Probability; Item Response Theory; Data Analysis; Measurement Techniques; Statistical Analysis; Adolescents; Mastery Learning; College Students; Problem Solving; Puzzles; Models; Mathematical Formulas; Psychometrics; Goal Orientation; Junior High School Students; Foreign Countries; Public Schools; Greece + Suchen Sie Ihr Suchwort? Ausdauer; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Item-Response-Theorie; Auswertung; Messtechnik; Statistische Analyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Collegestudent; Problemlösen; Legespiel; Analogiemodell; Mathematische Formel; Psychometry; Psychometrie; Zielorientierung; Zielvorstellung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Public school; Öffentliche Schule; Griechenland
Abstract	Research in goal theory has often relied on the general linear model, ignoring some central assumptions of the theoretical framework under investigation. The purpose of the two studies reported here was to illustrate how the Rasch model can supplement traditional statistical analyses when evaluating the effects of goal orientations on persistence. In Study 1, 41 adolescents participated in a series of insolvable puzzles. Means analyses failed to reveal differences between mastery-approach and performance-approach students. Application of the Rasch model, and in particular the differential item functioning procedure, indicated that mastery students were more severely challenged by the last puzzle, compared to performance approach students, with their probability of persisting being significantly lower. The findings of Study 1 were replicated in Study 2 with a sample of 37 college students who were also given a series of insolvable puzzles. The findings suggest that use of the Rasch model can be particularly fruitful for our understanding of the complex achievement-goal relationship. (Contains 4 figures and 6 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10