结构方程建模
心理学
学业成绩
探索性因素分析
德国的
目标理论
环境扫描电子显微镜
自我概念
数学教育
社会心理学
发展心理学
心理测量学
统计
数学
考古
物理
光学
历史
电子显微镜
作者
Annette Lohbeck,István Tóth‐Király,Alexandre J. S. Morin
标识
DOI:10.1016/j.cedpsych.2022.102069
摘要
This study investigated the associations between academic motivation, self-concepts, and achievement in math and German using the bifactor exploratory structural equation modeling (bifactor-ESEM) framework. Data from two independent samples (N1 = 1402, N2 = 1154) of German elementary and secondary school students revealed that the bifactor-ESEM representation of academic motivation was the most optimal solution among all models (CFA, bifactor-CFA, ESEM, bifactor-ESEM). Measurement invariance was supported across domains and education levels for all models. Global self-determined motivation was strongly associated with both academic self-concept and academic achievement. The specific motivation factors also shared associations with these variables over and above those involving the global self-determined motivation factor. This study highlights the importance of distinguishing global and specific levels of academic motivation.
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