Abstract
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 (N-1 = 1402, N-2 = 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 selfconcept 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.
Item Type: | Journal article |
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Faculties: | Psychology and Education Science > Department Psychology |
Subjects: | 100 Philosophy and Psychology > 150 Psychology |
ISSN: | 0361-476X |
Language: | English |
Item ID: | 110342 |
Date Deposited: | 02. Apr 2024, 07:17 |
Last Modified: | 02. Apr 2024, 07:17 |