Achievement Goals and Hope as Predictors of Student Behavior

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

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Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000447 ◽

2018 ◽

Vol 34 (2) ◽

pp. 87-100 ◽

Cited By ~ 6

Author(s):

Gino Casale ◽

Robert J. Volpe ◽

Brian Daniels ◽

Thomas Hennemann ◽

Amy M. Briesch ◽

...

Keyword(s):

Measurement Invariance ◽

Student Behavior ◽

Cross Cultural ◽

Cross Cultural Comparison ◽

School Based ◽

Cultural Research ◽

Universal Screener ◽

Confirmatory Factor ◽

The Us ◽

The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

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