Development and Validation of the Contextual Achievement Motivation Measure

This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four‐factor model: School (6 items), Employment...

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Main Authors: Robert L. Smith, Mehmet A. Karaman
Format: Article
Language:English
Published: ERPA 2019-09-01
Series:International Journal of Psychology and Educational Studies
Subjects:
Online Access:https://www.ijpes.com/frontend//articles/pdf/v6i3/v0603-3pdf.pdf
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spelling doaj-3d6d37766dbb48a98ba7d3287d1472fe2020-11-25T01:18:40ZengERPAInternational Journal of Psychology and Educational Studies 2148-93782019-09-0163162810.17220/ijpes.2019.03.003Development and Validation of the Contextual Achievement Motivation MeasureRobert L. Smith0Mehmet A. Karaman1Texas A&M University, Corpus Christi, Department of Educational Psychology and Counseling, Texas, USA Kilis 7 Aralık University, Psychological Counseling and Guidance, Kilis, Turkey This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four‐factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four‐factor model fit the data, χ2(182)= 348.10, p< .001; χ2/df = 1.91, Tucker‐Lewis index (TLI)= .92, comparison fit index (CFI)= .93, root mean square error of approximation (RMSEA) [.058, .080]= .069, and standardized root‐mean square residual (SRMR)= .063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro‐level, draws attention to the importance of work; and one’s performance within family, school and community settings. https://www.ijpes.com/frontend//articles/pdf/v6i3/v0603-3pdf.pdfcontextual achievement motivation scaleachievement motivation in multiple settingsfactor analysesmeasurement invariance
collection DOAJ
language English
format Article
sources DOAJ
author Robert L. Smith
Mehmet A. Karaman
spellingShingle Robert L. Smith
Mehmet A. Karaman
Development and Validation of the Contextual Achievement Motivation Measure
International Journal of Psychology and Educational Studies
contextual achievement motivation scale
achievement motivation in multiple settings
factor analyses
measurement invariance
author_facet Robert L. Smith
Mehmet A. Karaman
author_sort Robert L. Smith
title Development and Validation of the Contextual Achievement Motivation Measure
title_short Development and Validation of the Contextual Achievement Motivation Measure
title_full Development and Validation of the Contextual Achievement Motivation Measure
title_fullStr Development and Validation of the Contextual Achievement Motivation Measure
title_full_unstemmed Development and Validation of the Contextual Achievement Motivation Measure
title_sort development and validation of the contextual achievement motivation measure
publisher ERPA
series International Journal of Psychology and Educational Studies
issn 2148-9378
publishDate 2019-09-01
description This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four‐factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four‐factor model fit the data, χ2(182)= 348.10, p< .001; χ2/df = 1.91, Tucker‐Lewis index (TLI)= .92, comparison fit index (CFI)= .93, root mean square error of approximation (RMSEA) [.058, .080]= .069, and standardized root‐mean square residual (SRMR)= .063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro‐level, draws attention to the importance of work; and one’s performance within family, school and community settings.
topic contextual achievement motivation scale
achievement motivation in multiple settings
factor analyses
measurement invariance
url https://www.ijpes.com/frontend//articles/pdf/v6i3/v0603-3pdf.pdf
work_keys_str_mv AT robertlsmith developmentandvalidationofthecontextualachievementmotivationmeasure
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