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Personal bests (PBs): A proposed multidimensional model and empirical analysis
Author(s) -
Martin Andrew J.
Publication year - 2006
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 - 10.1348/000709905x55389
Subject(s) - confirmatory factor analysis , psychology , structural equation modeling , construct (python library) , multidimensional scaling , persistence (discontinuity) , multidimensional analysis , measurement invariance , class (philosophy) , factor analysis , focus (optics) , sample (material) , social psychology , mathematics education , econometrics , statistics , mathematics , computer science , artificial intelligence , chemistry , physics , geotechnical engineering , optics , chromatography , engineering , programming language
Background. This study seeks to identify the cornerstones of personal bests (PBs) in the educational setting. Aims. The study proposes a multidimensional PB model in which students are most likely to attain PBs on tasks/goals that are (1) specific, (2) challenging, (3) competitively self‐referenced, and (4) self‐improvement based. Sample. The study draws upon data from 1,016 students from 5 Australian high schools. Methods. The hypothesized 4‐factor structure, its invariance across gender and year‐level, and the predictive utility of PBs are tested using confirmatory factor analysis and structural equation models with particular focus on the contribution of a higher‐order PB construct to measures of persistence, class participation, educational aspirations, and enjoyment of school. The fundamental dimensions of the model are further tested using multidimensional scaling. Results. The 4‐factor structure fit the data well and significantly predicted persistence, class participation, educational aspirations, and enjoyment of school. The multidimensional scaling indicates that the 4 component factors can be defined in terms of the dual extent to which they reflect a clear goal focus and a self‐improvement focus. Conclusion. Discussion centres on a proposed ‘Quadriploar PB Model’ emanating from the data analysis and strategies educators can use to facilitate PBs in the classroom.