The Measurement Structure, Stability and Mediating Effects of Achievement Goals in Math with Middle-School Student Data

Yu Tzu Chiang, San-Ju Lin*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N = 343), four achievement goals showed strong measurement invariance, suggesting factor loadings and intercepts of the items remained invariant across a year. Though mean scores of the four latent achievement goals held quite stable, the rank order of students across two time-points changed more profoundly in the two avoidance goals than in the approached goals. In the cross-sectional data (N = 748), we found approach-based goals were positive mediators between self-efficacy and math grades while avoidance-based goals were negative mediators. This result could be relevant for middle-school students in learning mathematics. Some instructional implications are provided.

Original languageEnglish
Pages (from-to)513-527
Number of pages15
JournalScandinavian Journal of Educational Research
Volume58
Issue number5
DOIs
StatePublished - 1 Jan 2014

Keywords

  • achievement goals
  • math grades
  • measurement invariance
  • self-efficacy
  • stability

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