Comparison of motivational latent profiles using the PALS and AGQ-R |
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| Institution: | 1. Office of Institutional Research, University of Memphis, Memphis, TN 38152, USA;2. Department of Counseling, Educational Psychology and Research, University of Memphis, Memphis, TN 38152, USA;3. Department of Individual, Family and Community Education, University of New Mexico, Albuquerque, NM 87131, USA |
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| Abstract: | Given inconsistencies in the extant literature, achievement goal theory and research remain at an important crossroads, with ongoing questions about the conceptualization of achievement goals, measurement of achievement goals, and inferences made regarding achievement goal related findings. Using latent profile analysis, we explored how achievement goals vary across measures (PALS; Midgley et al., 2000 and AGQ-R; Elliot & Murayama, 2008) and domain (math vs. language arts) across a sample of primarily African American middle and high school students in the South. Main findings showed that the PALS and AGQ-R distinguish different profile goal-patterns, and that this is true across both the math and language arts domains. Not surprisingly, generally, students adopting more adaptive goal profiles (e.g., mastery or multiple) reported higher endorsement of cognitive engagement and social and academic future selves. Current findings support previous research observing disparate AGQ-R and PALS outcomes, adding evidence with domain-specific latent profiles. Given differences in profile patterns, findings suggest the instruments may be differentially tapping into goal perceptions. |
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| Keywords: | Achievement goals Motivation Mastery Performance Latent profiles |
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