Literaturnachweis - Detailanzeige
| Autor/inn/en | Green-Demers, Isabelle; Legault, Lisa; Pelletier, Daniel; Pelletier, Luc G. |
|---|---|
| Titel | Factorial Invariance of the Academic Amotivation Inventory (AAI) across Gender and Grade in a Sample of Canadian High School Students |
| Quelle | In: Educational and Psychological Measurement, 68 (2008) 5, S.862-880 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1644 |
| DOI | 10.1177/0013164407313368 |
| Schlagwörter | Factor Structure; Psychometrics; High School Students; Student Motivation; Academic Achievement; Foreign Countries; Gender Differences; Factor Analysis; Measures (Individuals); Instructional Program Divisions; Canada |
| Abstract | Motivation deficits are common in high school and constitute a significant problem for both students and teachers. The Academic Amotivation Inventory (AAI) was developed to measure the multidimensional nature of the academic amotivation construct (Legault, Green-Demers, & Pelletier, 2006). The present project further examined the consistency of the metric properties of AAI scores by testing their factorial structure for invariance across gender and grade (2 [genders] x 5 [grades] = 10 [groups]) in a sample of 3,417 high school students. Factorial invariance of latent means was also examined as a complementary substantive objective. Configural, metric, and scalar invariance were successfully substantiated across all 10 groups. Results revealed well-fitting models for each group. Moreover, constraining factor loadings and intercepts had no meaningful impact on model fit. Findings are discussed in terms of an increased conceptual and psychometric understanding of scholastic motivational problems. (Contains 4 tables.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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