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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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 AT mehmetakaraman developmentandvalidationofthecontextualachievementmotivationmeasure |
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