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The stability of goal orientations in grade five students: comparison of two methodologies
Author(s) -
Seifert Timothy L.
Publication year - 1996
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1996.tb01177.x
Subject(s) - psychology , pairwise comparison , analysis of variance , preference , stability (learning theory) , cluster (spacecraft) , repeated measures design , statistics , attribution , developmental psychology , social psychology , mathematics , machine learning , computer science , programming language
Seventy‐six grade five students completed a questionnaire on two occasions separated by a five months interval. Responses were subjected to a factor analysis which was followed by a series of pairwise t ‐tests and Pearson correlations between time 1 and time 2 scores on measures of ability perceptions, self‐worth, self‐efficacy, success and failure attributions, positive and negative emotions, and preference for challenge. Time 1 mastery and performance orientation scores were also subjected to a cluster analysis followed by a series of repeated measures ANOVAs with time 1 and time 2 scores as the repeated measure and cluster membership as the independent variable. Factor analytic‐correlational methodology was compared to cluster analysis with between‐groups contrasts to determine the agreement between the two methods. Results indicated that while there was considerable stability in motivational constructs over time, the two methodologies yielded slightly different interpretations of the data.