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Article: Cognitive abilities and motivational processes in science achievement and engagement: A person-centered analysis

TitleCognitive abilities and motivational processes in science achievement and engagement: A person-centered analysis
Authors
KeywordsAbilities
Engagement
Motivation
Person-centered approach
Science achievement
Issue Date2008
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning And Individual Differences, 2008, v. 18 n. 4, p. 497-504 How to Cite?
AbstractThis study adopted a person-centered approach to examine organized patterns of psychological factors and their relations to achievement and engagement in a sample of high school students. Four types of students characterized by unique configurations of cognitive, motivational, and affective characteristics were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found to generalize across gender groups. These two generalizable types showed many parallels to Dweck's [(1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.] descriptions of mastery-oriented and helpless patterns. This study provides empirical evidence for the replicability, generalizability, and validity of the identified types in the domain of science. It also demonstrates the importance of examining holistic patterns of the individual's functioning and the utility of inverse factor analysis in person-centered research. © 2007 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60746
ISSN
2015 Impact Factor: 1.631
2015 SCImago Journal Rankings: 1.057
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLau, Sen_HK
dc.contributor.authorRoeser, RWen_HK
dc.date.accessioned2010-05-31T04:17:40Z-
dc.date.available2010-05-31T04:17:40Z-
dc.date.issued2008en_HK
dc.identifier.citationLearning And Individual Differences, 2008, v. 18 n. 4, p. 497-504en_HK
dc.identifier.issn1041-6080en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60746-
dc.description.abstractThis study adopted a person-centered approach to examine organized patterns of psychological factors and their relations to achievement and engagement in a sample of high school students. Four types of students characterized by unique configurations of cognitive, motivational, and affective characteristics were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found to generalize across gender groups. These two generalizable types showed many parallels to Dweck's [(1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.] descriptions of mastery-oriented and helpless patterns. This study provides empirical evidence for the replicability, generalizability, and validity of the identified types in the domain of science. It also demonstrates the importance of examining holistic patterns of the individual's functioning and the utility of inverse factor analysis in person-centered research. © 2007 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindifen_HK
dc.relation.ispartofLearning and Individual Differencesen_HK
dc.subjectAbilitiesen_HK
dc.subjectEngagementen_HK
dc.subjectMotivationen_HK
dc.subjectPerson-centered approachen_HK
dc.subjectScience achievementen_HK
dc.titleCognitive abilities and motivational processes in science achievement and engagement: A person-centered analysisen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1041-6080&volume=18&spage=497&epage=504&date=2008&atitle=Cognitive+abilities+and+motivational+processes+in+science+achievement+and+engagement:+A+person-centered+analysisen_HK
dc.identifier.emailLau, S:slau08@hkucc.hku.hken_HK
dc.identifier.authorityLau, S=rp00635en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2007.11.002en_HK
dc.identifier.scopuseid_2-s2.0-55749108035en_HK
dc.identifier.hkuros166696en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-55749108035&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume18en_HK
dc.identifier.issue4en_HK
dc.identifier.spage497en_HK
dc.identifier.epage504en_HK
dc.identifier.isiWOS:000261604500015-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLau, S=33968324900en_HK
dc.identifier.scopusauthoridRoeser, RW=7004294409en_HK

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