A Comparison of Models for Measuring Achievement

1987 ◽  
pp. 249-265
Author(s):  
David L. McArthur
Keyword(s):  
Measuring Achievement

scholarly journals Measuring Achievement, Affiliation, and Power Motives in Mobility Situations: Development of the Multi-Motive Grid Mobility

2022 ◽  
Vol 12 ◽  
Author(s):  
Alica Mertens ◽  
Maximilian Theisen ◽  
Joachim Funke
Keyword(s):  
Model Fit ◽  
Fear Of Failure ◽  
Risk Awareness ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Mobility Factor ◽  
Confirmatory Factor ◽  
Stratified Sample ◽  
Measuring Achievement ◽  
Fear Of Rejection

The current study introduces the Multi-Motive Grid Mobility (MMG-M) in an age-stratified sample (N = 206) that aims to disentangle six motive components – hope of success, hope of affiliation, hope of power, fear of failure, fear of rejection, and fear of power – in mobility-related and mobility-unrelated scenarios. Similar to the classical Multi-Motive Grid (MMG), we selected 14 picture scenarios representing seven mobility and seven non-mobility situations. The scenarios were combined with 12 statements from the MMG. Both the MMG-M and MMG were assessed to allow comparability between psychometric criteria. The results of confirmatory factor analyses yielded a good model fit for a six-factor solution with an additional mobility factor for the MMG-M. Internal consistency of the items was similar to the MMG. Lastly, we investigated associations between the motive components and mobility-related variables. We found that risk awareness was positively related to all fear components in both mobility and non-mobility scenarios. Most importantly, physical constraint was positively associated with fear of rejection and fear of power in mobility situations underlining the importance to create support systems to reduce these concerns in people’s everyday lives.

scholarly journals Achievement Motivation and General Motivational Tendencies of Social Pedagogy Students

2015 ◽  
Vol 12 (1) ◽  
pp. 237
Author(s):  
Jana Martincová ◽  
Pavla Andrysová ◽  
Jana Trubelíková
Keyword(s):  
Czech Republic ◽  
Achievement Motivation ◽  
The Czech Republic ◽  
Change Dynamics ◽  
Social Pedagogy ◽  
Elementary Methods ◽  
Research Findings ◽  
Measuring Achievement ◽  
Level Of Motivation ◽  
Social Pedagogues

<p>This article introduces readers to the level of motivation of Social Pedagogy students within the context of this discipline in the Czech Republic. Herein it poses a number of topical questions, especially in relation to the manner of future social pedagogues’ preparation, selection of applicants, and their chances in the labor market. Equally it takes account of the elementary methods of measuring achievement motivation. In the empirical part the design of the research is proposed and the findings are presented. The primary aim of the research was to determine the level of achievement motivation of Social Pedagogy students at undergraduate preparation and their motivational tendencies. The secondary aim was to observe change dynamics in the level of achievement motivation and its individual components during university studies. The tests of LMI Achievement Motivation Questionnaire and MMG Multi-Motive Grid were used to obtain the results. In the conclusion of the work, the authors ask the question of how meaningful the contemporary approach of Social Pedagogy as a subject in the Czech Republic is; and they propose potential innovations. Moreover, research findings which have also shown prospective areas of students’ development can provide useful suggestions for pedagogues who research Social Pedagogy or educate future Social Pedagogues.</p>

Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

2013 ◽  
Vol 112 (3) ◽  
pp. 771-787 ◽  
Author(s):  
Gunnar Bjørnebekk ◽  
Åge Diseth ◽  
Robin Ulriksen
Keyword(s):  
Academic Achievement ◽  
Path Analysis ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Science Students ◽  
Achievement Level ◽  
Measuring Achievement ◽  
And Performance ◽  
Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

An Exploration of Some Antecedents and Consequences of Creative Self-Efficacy: The Role of Achievement Goals, Enjoyment and Divergent Thinking

2016 ◽  
Vol 3 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Rogelio Puente-Diaz ◽  
Judith Cavazos Arroyo
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Structural Equation ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Positive Influence ◽  
Measuring Achievement ◽  
Antecedents And Consequences ◽  
Creative Self

AbstractWe examined the role of task-, self- and other-approach achievement goals and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on divergent thinking scores among children from Mexico. Participants completed a battery of questionnaires measuring achievement goals, creative self-efficacy, enjoyment and divergent thinking skills. We used Structural Equation Modelling to test our hypotheses, treating the variables as latent. Results showed a positive influence of other-approach achievement goals and enjoyment on creative self-efficacy. The influence of creative self-efficacy on divergent thinking scores was not significant. The implications of our results are discussed.

Motivation and evaluation in environmental management networks

2000 ◽  
Vol 3 (3/4) ◽  
pp. 413-433 ◽  
Author(s):  
Lisa S. Nelson
Keyword(s):  
Environmental Management ◽  
Interorganizational Collaboration ◽  
Important Process ◽  
New Paradigm ◽  
External Stakeholders ◽  
Measuring Achievement

Interorganizational collaboration is increasingly seen as an important process in environmental management. The new paradigm of managing places as ecosystems requires increasing attention to sustaining specific combinations of natural features, communities and institutions. Such projects are long-term, and therefore require the participation and support of often divergent interests. Sustaining collaboration beyond the initial agreement to work together requires attention to the motivation of organizations and their representatives, and to the importance of achievements for participants and external stakeholders. This paper reviews the literature on motivation and measuring achievement in environmental networks.

Heritability of Factors in Creative Thinking and Esthetic Judgment

1970 ◽  
Vol 19 (1-2) ◽  
pp. 294-298 ◽  
Author(s):  
Frank Barron
Keyword(s):  
Creative Thinking ◽  
Composite Score ◽  
The Novel ◽  
General Ability ◽  
Fundamental Factor ◽  
Merit Scholarship ◽  
Significant Heritability ◽  
Measuring Achievement ◽  
Esthetic Judgment ◽  
Mz Twins

Although the heritability of general intelligence has been the subject of much study and can be considered to be well established, the heritability of specific factors in intellectual functioning has not as yet been the object of such intense scientific inquiry.The recent work of Nichols (1965), utilizing a large sample of twins from the National Merit Scholarship testing program and employing a battery of tests measuring achievement in five different academic areas, is an excellent pioneering study. Nichols used a composite score derived from the five subtests, presuming this to be a measure of general ability, and he found that MZ twins were much more alike than DZ twins with respect to the composite score; about 70% of the variance in the composite could be attributed to heredity. The novel result of his investigation is his discovery that the specific subject areas also have significant heritability components. When the influence of the composite general ability upon subtests was removed statistically, the residual subtest scores also showed considerable heritability.A limitation of Nichols' findings is that the subtests do not offer any potential theoretical link to basic factors in mental functioning. Such measures, however, may be provided by the fundamental factor analytic explorations of Guilford and his associates during the past twenty years. Since our own interest has been in the area of creative thinking and esthetic judgment, we have restricted ourselves in the present investigation to the use of tests in those areas whose factorial classification has been studied previously.

Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments’ scores

2017 ◽  
Vol 51 (10) ◽  
pp. 1061-1074 ◽  
Author(s):  
David A Cook ◽  
Richmond M Castillo ◽  
Becca Gas ◽  
Anthony R Artino
Keyword(s):  
Cognitive Load ◽  
Achievement Goal ◽  
Goal Motivation ◽  
Measuring Achievement

Measuring Achievement in Latin

1947 ◽  
Vol 40 (10) ◽  
pp. 77
Author(s):  
Mrs. Elizabeth H. Thomas
Keyword(s):  
Measuring Achievement
Sign in / Sign up

Export Citation Format

Share Document