A Bifactor Exploratory Structural Equation Model of Students' Growth-Focused Motivation

被引：1
作者：
Bostwick, Keiko C. P. [1 ]
Burns, Emma C. [2 ]
Martin, Andrew J. [1 ,3 ]
Collie, Rebecca J. [1 ]
Durksen, Tracy L. [1 ]
机构：
[1] Univ New South Wales, Kensington, Australia
[2] Macquarie Univ, Sydney, Australia
[3] Univ New South Wales, Sch Educ, Kensington, NSW 2052, Australia
来源：
JOURNAL OF EXPERIMENTAL EDUCATION | 2025年 / 93卷 / 02期
基金：
澳大利亚研究理事会;
关键词：
Bifactor exploratory structural equation model; growth goals; growth mindset; growth orientation; IMPLICIT THEORIES; ACHIEVEMENT GOALS; ACADEMIC-ACHIEVEMENT; TEACHER-BEHAVIOR; SCHOOL-STUDENTS; PB GOALS; ENGAGEMENT; INTELLIGENCE; OUTCOMES; CIRCUMSTANCES;
D O I：
10.1080/00220973.2024.2329105
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In the current longitudinal study, we investigated the structure of students' (N = 1,469) specific growth constructs and their broader growth orientation using a bifactor exploratory structural equation model. We also examined the extent to which each of these components was associated with gains in students' academic and nonacademic outcomes across one year of school. Results demonstrated unique variance attributable to specific growth constructs and broader growth orientation, suggesting that there is an integrative network of growth-focused motivation. These specific and broad growth components also presented different patterns of associations with students' outcomes. Findings suggest educational interventions should target different components of students' growth-focused motivation depending on the desired academic or nonacademic outcome that researchers and educators wish to improve.
引用
收藏
页码：340 / 362
页数：23
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