Abstract
In the current longitudinal study, we investigated the structure of students’ (N = 1,469) specific growth constructs and their broader growth orientation using a bifactor exploratory structural equation model. We also examined the extent to which each of these components was associated with gains in students’ academic and nonacademic outcomes across one year of school. Results demonstrated unique variance attributable to specific growth constructs and broader growth orientation, suggesting that there is an integrative network of growth-focused motivation. These specific and broad growth components also presented different patterns of associations with students’ outcomes. Findings suggest educational interventions should target different components of students’ growth-focused motivation depending on the desired academic or nonacademic outcome that researchers and educators wish to improve.
| Original language | English |
|---|---|
| Pages (from-to) | 340-362 |
| Number of pages | 23 |
| Journal | Journal of Experimental Education |
| Volume | 93 |
| Issue number | 2 |
| Early online date | 28 Mar 2024 |
| DOIs | |
| Publication status | Published - 3 Apr 2025 |
Bibliographical note
Copyright the Author(s) 2024. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- bifactor exploratory structural equation model
- growth goals
- growth mindset
- growth orientation
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