TY - JOUR
T1 - Measuring mindsets and achievement goal motivation
T2 - A validation study of three instruments
AU - Cook, David A.
AU - Gas, Becca L.
AU - Artino, Anthony R.
N1 - Publisher Copyright:
Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.
PY - 2018
Y1 - 2018
N2 - Purpose May 2017 completed each instrument. and performance goals but inconsistent To evaluate the validity of scores The authors evaluated internal structure distinction between performance-from three instruments measuring using reliability and factor analysis and approach and performance-avoidance achievement goal motivation-related relations with other variables using the goals. Correlations among AGQ-R and constructs: a shortened version of multitrait–multimethod matrix. PALS scores were large for mastery Dweck’s Implicit Theories of Intelligence (r = 0.72) and moderate for performance Scale (ITIS-S), measuring incremental Results (≥ 0.45) domains; correlations among and entity mindsets; Elliot’s Achievement There were 178 participants. Internal incremental and mastery scores Goal Questionnaire–Revised (AGQ-R), consistency reliability (Cronbach were moderate (≥ 0.34). Contrary to measuring mastery-approach, mastery-alpha) was > 0.70 for all subscores. expectations, correlations between entity avoidance, performance-approach, and Confirmatory factor analysis of ITIS-S and performance scores were negligible. performance-avoidance achievement scores demonstrated good model fit. Correlations between conceptually goals; and Midgley’s Patterns of Adaptive Confirmatory factor analysis of AGQ-R unrelated domains were small or Learning Scales (PALS), measuring scores demonstrated borderline fit; negligible. mastery, performance-approach, and exploratory factor analysis suggested a performance-avoidance achievement three-domain model (approach, mastery-Conclusions goals. avoidance, performance-avoidance). All instrument scores had good internal Confirmatory factor analysis of PALS consistency and generally appropriate Method scores also demonstrated borderline fit; relations with other variables, but High school students participating in a exploratory factor analyses suggested empirically determined domain structures medical simulation training activity in consistent distinction between mastery did not consistently match theory.
AB - Purpose May 2017 completed each instrument. and performance goals but inconsistent To evaluate the validity of scores The authors evaluated internal structure distinction between performance-from three instruments measuring using reliability and factor analysis and approach and performance-avoidance achievement goal motivation-related relations with other variables using the goals. Correlations among AGQ-R and constructs: a shortened version of multitrait–multimethod matrix. PALS scores were large for mastery Dweck’s Implicit Theories of Intelligence (r = 0.72) and moderate for performance Scale (ITIS-S), measuring incremental Results (≥ 0.45) domains; correlations among and entity mindsets; Elliot’s Achievement There were 178 participants. Internal incremental and mastery scores Goal Questionnaire–Revised (AGQ-R), consistency reliability (Cronbach were moderate (≥ 0.34). Contrary to measuring mastery-approach, mastery-alpha) was > 0.70 for all subscores. expectations, correlations between entity avoidance, performance-approach, and Confirmatory factor analysis of ITIS-S and performance scores were negligible. performance-avoidance achievement scores demonstrated good model fit. Correlations between conceptually goals; and Midgley’s Patterns of Adaptive Confirmatory factor analysis of AGQ-R unrelated domains were small or Learning Scales (PALS), measuring scores demonstrated borderline fit; negligible. mastery, performance-approach, and exploratory factor analysis suggested a performance-avoidance achievement three-domain model (approach, mastery-Conclusions goals. avoidance, performance-avoidance). All instrument scores had good internal Confirmatory factor analysis of PALS consistency and generally appropriate Method scores also demonstrated borderline fit; relations with other variables, but High school students participating in a exploratory factor analyses suggested empirically determined domain structures medical simulation training activity in consistent distinction between mastery did not consistently match theory.
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U2 - 10.1097/ACM.0000000000002290
DO - 10.1097/ACM.0000000000002290
M3 - Article
C2 - 29794517
AN - SCOPUS:85056517521
SN - 1040-2446
VL - 93
SP - 1391
EP - 1399
JO - Academic Medicine
JF - Academic Medicine
IS - 9
ER -