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Configural, metric, and scalar invariance of the modified Achievement Goal Questionnaire across African American and White university students.

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Title: Configural, metric, and scalar invariance of the modified Achievement Goal Questionnaire across African American and White university students.
Authors: Campbell HL (AUTHOR), Barry CL (AUTHOR), Joe JN (AUTHOR), Finney SJ (AUTHOR)
Source: Educational & Psychological Measurement. Dec2008, Vol. 68 Issue 6, p988-1007. 20p.
Subject Terms: *College students, *American students, *Factor analysis, Mathematical symmetry, African Americans, Multivariate analysis
Abstract: There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across African American and White university students. Confirmatory factor analyses support measurement invariance across the two groups. These findings provide additional validity evidence for the newly conceptualized 2 x 2 framework of achievement goal orientation and for the equivalence of functioning of the AGQ-M across these distinct groups. Because this level of invariance is established, researchers can make more valid inferences about differences in the AGQ-M scores across African American and White students. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Psychological Measurement is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Configural, metric, and scalar invariance of the modified Achievement Goal Questionnaire across African American and White university students.
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  Data: <searchLink fieldCode="AR" term="%22Campbell+HL%22">Campbell HL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barry+CL%22">Barry CL</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Joe+JN%22">Joe JN</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Finney+SJ%22">Finney SJ</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Psychological+Measurement%22">Educational & Psychological Measurement</searchLink>. Dec2008, Vol. 68 Issue 6, p988-1007. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22American+students%22">American students</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+symmetry%22">Mathematical symmetry</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across African American and White university students. Confirmatory factor analyses support measurement invariance across the two groups. These findings provide additional validity evidence for the newly conceptualized 2 x 2 framework of achievement goal orientation and for the equivalence of functioning of the AGQ-M across these distinct groups. Because this level of invariance is established, researchers can make more valid inferences about differences in the AGQ-M scores across African American and White students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Psychological Measurement is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=105602548
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        Value: 10.1177/0013164408315269
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        Text: English
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        PageCount: 20
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      – SubjectFull: College students
        Type: general
      – SubjectFull: American students
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      – SubjectFull: Factor analysis
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      – SubjectFull: Mathematical symmetry
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      – SubjectFull: African Americans
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      – SubjectFull: Multivariate analysis
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      – TitleFull: Configural, metric, and scalar invariance of the modified Achievement Goal Questionnaire across African American and White university students.
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              M: 12
              Text: Dec2008
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              Y: 2008
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