Validating the Chinese version of the inventory of school motivation

Validating the Chinese version of the inventory of school motivation

• King, Ronnel B. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University
• Watkins, David A. Graduate School of Education, University of Melbourne

International Journal of Testing, 13(2), 175-192, 2013

Lawrence Erlbaum Associates

2013

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests
• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background

Achievement Goals Chinese Students Inventory of School Motivation Validation

• Hong Kong

• 1997.7 onwards

• Secondary Education

The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. A total of 697 high school students participated in the study. Results of the within-network test showed that the ISM had good internal consistency reliability. Confirmatory factor analysis supported the hypothesised four-factor structure. In addition, multigroup confirmatory factor analyses showed factorial invariance across students of different genders, year levels, and school types. The between-network test indicated that the achievement goals assessed by the ISM correlated systematically with different aspects of students' self-concepts. These findings provide evidence of the applicability of the ISM among Hong Kong Chinese students. Implications for cross-cultural research are discussed.
[Copyright of International Journal of Testing is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15305058.2012.656162]

• English

Journal Articles

• 15305058

• 10.1080/15305058.2012.656162

https://bibliography.lib.eduhk.hk/bibs/98cf1cf4

2014-05-29