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Article: Cross-cultural validation of the inventory of school motivation (ISM) in the Asian setting: Hong Kong and the Philippines

TitleCross-cultural validation of the inventory of school motivation (ISM) in the Asian setting: Hong Kong and the Philippines
Authors
KeywordsAchievement goal orientation
CFA
Construct validity
Ethnic differences
Measurement invariance
Issue Date2012
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/west/home?SGWID=4-102-70-173750003-0
Citation
Child Indicators Research, 2012, v. 5 n. 1, p. 135-153 How to Cite?
AbstractStudents' achievement goals in school have received increasing research attention because they have been shown to be important in predicting important outcomes. As such, there has been a growing interest in measuring and comparing them across different cultural groups. However, these comparisons cannot be made until validity evidence has been attained to support the use of an instrument in the new cultural setting. In this study, we investigated the cross-cultural applicability of the Inventory of School Motivation (ISM, McInerney et al. American Educational Research Journal 34:207-236, 1997) in the Hong Kong Chinese and Philippine contexts using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. 1,406 high school students from Hong Kong (n= 697) and the Philippines (n=709) participated. Results of the within-network test showed that the ISM had good internal consistency reliability and the confirmatory factor analysis provided support for the hypothesized four-factor model. Multigroup confirmatory factor analyses supported invariance of factor loadings across the two samples. The between-network test also indicated that these achievement goals correlated systematically with different aspects of students' self-concepts. These findings support the applicability of the ISM among Hong Kong Chinese and Filipino students. © 2011 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/164704
ISSN
2015 Impact Factor: 1.011
2015 SCImago Journal Rankings: 0.442
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorKing, RBen_US
dc.contributor.authorGanotice, FAen_US
dc.contributor.authorWatkins, DAen_US
dc.date.accessioned2012-09-20T08:08:06Z-
dc.date.available2012-09-20T08:08:06Z-
dc.date.issued2012en_US
dc.identifier.citationChild Indicators Research, 2012, v. 5 n. 1, p. 135-153en_US
dc.identifier.issn1874-897Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/164704-
dc.description.abstractStudents' achievement goals in school have received increasing research attention because they have been shown to be important in predicting important outcomes. As such, there has been a growing interest in measuring and comparing them across different cultural groups. However, these comparisons cannot be made until validity evidence has been attained to support the use of an instrument in the new cultural setting. In this study, we investigated the cross-cultural applicability of the Inventory of School Motivation (ISM, McInerney et al. American Educational Research Journal 34:207-236, 1997) in the Hong Kong Chinese and Philippine contexts using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance, social, and extrinsic goals. 1,406 high school students from Hong Kong (n= 697) and the Philippines (n=709) participated. Results of the within-network test showed that the ISM had good internal consistency reliability and the confirmatory factor analysis provided support for the hypothesized four-factor model. Multigroup confirmatory factor analyses supported invariance of factor loadings across the two samples. The between-network test also indicated that these achievement goals correlated systematically with different aspects of students' self-concepts. These findings support the applicability of the ISM among Hong Kong Chinese and Filipino students. © 2011 Springer Science+Business Media B.V.-
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/west/home?SGWID=4-102-70-173750003-0en_US
dc.relation.ispartofChild Indicators Researchen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectAchievement goal orientation-
dc.subjectCFA-
dc.subjectConstruct validity-
dc.subjectEthnic differences-
dc.subjectMeasurement invariance-
dc.titleCross-cultural validation of the inventory of school motivation (ISM) in the Asian setting: Hong Kong and the Philippinesen_US
dc.typeArticleen_US
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1874-897X&volume=5&spage=135&epage=153&date=2011&atitle=Cross-cultural+validity+of+the+Inventory+of+School+Motivation+(ISM)+in+Chinese+and+Filipinoen_US
dc.identifier.emailKing, RB: ronnel.king@gmail.comen_US
dc.identifier.emailWatkins, DA: hrfewda@hkucc.hku.hk-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1007/s12187-011-9117-3-
dc.identifier.scopuseid_2-s2.0-84862642919-
dc.identifier.hkuros210998en_US
dc.identifier.volume5en_US
dc.identifier.issue1-
dc.identifier.spage135en_US
dc.identifier.epage153en_US
dc.identifier.isiWOS:000300343500007-
dc.publisher.placeNetherlands-
dc.identifier.citeulike9441019-

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